July 2012
DESCRIPTION:
The Student Performance Strategist will work closely with the building principal to:
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Interventionist: provide Tier II and assist with Tier III interventions, when appropriate.
Data Coach: provide building level support with the collection and analysis of student data.
Classroom Supporter: work with teachers through the Gradual Release of Responsibility
(model, co-teach, observe) for Tier I Core Instruction practices and interventions.
I.
TITLE: Student Performance Strategist
II.
QUALIFICATIONS:
A. Valid Idaho teaching certificate
B. A minimum of five years of successful elementary teaching experience.
C. Ability to maintain the confidentiality of schools, teachers and classrooms.
D. Understanding of and ability to use the Gradual Release Responsibility model.
E. Experience in using assessment results to guide instruction.
F. Knowledge of research and best practices in instructional design and differentiating
instruction.
G. Excellent verbal and written communication skills.
H. Demonstrated ability to use technology and willingness to teach others.
I. Effective group presentation skills
J. Demonstrated ability to work effectively as part of a team.
K. Effective problem solving skills.
L. Such alternatives to the above qualifications as the Board may find appropriate and
acceptable.
III.
REPORTS TO: Building Principal
IV.
JOB GOAL:
To support the delivery of School District 91’s written, taught, tested and reported curriculum and
contribute to maximizing student achievement.
To work with teachers for Tier I Core Instruction practices and interventions, to provide Tier II and
assist with Tier III interventions, and to provide building level support with the collection and
analysis of student data.
V.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
A. Serves as the interventionist (helping all students learn at high levels)
i. Provides one-on-one tutoring and/or small group instruction for students during
Intervention/Extension (IE) Block.
ii. Continues the identification of research based supplemental math and literacy
programs and support materials for use in Tier II and Tier III of the Pyramid
Response to Intervention.
iii. Assists in the creation/modification of building level pyramid of interventions.
iv. Supports teachers in using progress monitoring tools that match intervention
programs and support materials, finding ways to progress monitor student growth.
v. Continues the identification of opportunities within and outside of the traditional
school day for Tier II and Tier III interventions.
B. Serves as the data coach (using data to improve instruction)
i. Leads and facilitates data teams.
ii. Collaborates with other district staff to share findings across the district learning
community.
iii. Ensures teachers have relevant and timely access to the formative and/or
summative assessment data that will help them make day-to-day instructional
decisions.
iv. Provides ongoing training and support to ensure teachers and support personnel
know how to collect and analyze data efficiently and effectively.
v. Collaborates with the principal and other teachers in the building to analyze findings
to target professional development needs for individual teachers, grade level groups
or the entire building.
vi. Conducts action research using scientific research based programs to determine
their effectiveness and shares these findings.
C. Serves as a classroom supporter (support, feedback, reflection)
i. Provides support to individual classroom teachers by:
 Meeting with each grade level collaborative team multiple times throughout
the school year.
 Modeling, co-teaching and observing Tier I core instruction and Tier II
interventions.
 Collaboratively revising classroom schedules to ensure consistent
instructional support.
ii. Provides ongoing training and support to ensure consistent instructional support
based best practices for working with students in Tier II and Tier III.
iii. Assists principal in providing building level professional development.
iv. Assists with district level professional development.
v. Facilitates alignments of existing student interventions provided by multiple staff
(e.g. Title I, ELL, special education, classroom teacher) to ensure clear
communication.
vi. Provides building level support and feedback with the Intervention/Extension (IE)
Block.
vii. Serves as a resource to staff in technology to enhance learning.
D. Has regular and predictable attendance.
E. Maintains high standards of ethical behavior and confidentiality of student information.
VI.
OTHER DUTIES AND RESPONSIBILITIES:
A. Performs all other duties as assigned consistent with the responsibilities of a teacher and
the Idaho Code of Ethics.
VII.
TERMS OF EMPLOYMENT:
The exact terms of this position will be determined by the needs of the district and budgetary
constraints. Benefits will be in accordance with approved board policy. Salary will be in accordance
with the placement on the Teacher’s Salary Schedule commensurate with years of experience and
education.
VIII.
EVALUATION
Performance of this position will be evaluated annually by the Building Administrator in accordance
with provisions of board policy.