About this role
This position is for one year only.
Application Procedure
The Scituate School Department actively seeks applications from the most capable, professional candidates.
Please apply through SchoolSpring.com. In order to be considered, you must submit a complete SchoolSpring application. Incomplete SchoolSpring applications will not be considered.
If selected for hire, you will be required to provide the following items in person:
- 1. W-4
- 2. Federal BCI (Done through your local police department or State Attorney General's Office)
- 3. I-9 (Must be filled out in person). Please bring appropriate documentation.
About Scituate, Rhode Island
Nestled in northwestern Rhode Island, just 12 miles west of Providence, Scituate is a scenic, historic town of about 10,300 residents. It is known for its rolling woodlands, pristine lakes and reservoirs, classic New England charm, and the Scituate Reservoir, Rhode Island’s largest source of drinking water. The community maintains a close-knit, family-oriented atmosphere that balances rural tranquility with easy access to nearby cultural and economic opportunities and takes pride in its heritage, natural beauty, and high-quality schools.
More About the Scituate School Department
The Scituate School Department is a public school district serving approximately 1,200 students across five schools: three elementary schools (Clayville, Hope, and North Scituate Elementary Schools, PreK–5), Scituate Middle School (grades 6–8), and Scituate High School (grades 9–12). Our dedicated educators, support staff, and administrators work as a professional learning community, sharing responsibility to ensure that every student is engaged, challenged, and supported in reaching their full potential. With about 150 certified and non-certified staff members, Scituate’s schools provide a personalized educational experience that emphasizes academic excellence, innovation, and strong community connections.
We are committed to college and career readiness, social-emotional well-being, inclusive learning environments, and close partnerships with families and the wider community. For additional information, please visit www.scituateschoolsri.net. We invite you to explore our schools, meet our learning community, and discover why Scituate is such a special place to work and learn.
SUMMARY OF RESPONSIBILITIES
The Scituate School Department seeks a collaborative, reflective, student-centered Elementary Interventionist committed to improving student achievement in literacy and mathematics through evidence-based instruction, targeted interventions, instructional leadership, and data-informed decision-making.
The Elementary Interventionist serves as a building-based instructional teacher leader and plays a critical role in strengthening literacy and mathematics instruction, implementing the school's Multi-Tiered System of Supports (MTSS), and supporting continuous school improvement. Working collaboratively with the building principal, MTSS Coordinator, classroom teachers, special educators, and instructional support staff, the Interventionist helps lead schoolwide efforts related to assessment, intervention, progress monitoring, and collaborative instructional improvement.
The successful candidate will provide direct Tier 2 and, as appropriate, Tier 3 interventions in both reading and mathematics, monitor student progress, and support the development of effective, sustainable intervention systems. The Interventionist will also serve as a key instructional resource for Professional Learning Communities (PLCs), helping teams analyze student learning, identify instructional priorities, examine student work, and develop coordinated instructional responses to student needs.
As a building-based teacher leader, the Interventionist will partner with the principal and MTSS Coordinator to help lead the school's MTSS team, facilitate collaborative problem-solving, support instructional priorities, and promote collective responsibility for student achievement.
This non-supervisory instructional leadership position combines direct student intervention with schoolwide instructional support, collaboration, and continuous improvement. An interview is required.
Instruction and Targeted Intervention
Provide explicit, systematic, evidence-based small-group and individualized interventions in both reading and mathematics based on identified student needs.
Design and deliver intensive Tier 3, and, as appropriate, Tier 2 interventions aligned with student assessment data, grade-level expectations, and district curriculum.
Use diagnostic assessments and student performance evidence to identify specific skill gaps and determine appropriate instructional strategies.
Implement evidence-based literacy interventions addressing foundational reading skills, fluency, vocabulary, and comprehension, as appropriate.
Implement evidence-based mathematics interventions addressing number sense, computation, mathematical reasoning, problem-solving, and conceptual understanding.
Differentiate interventions based on student needs, learning progress, and response to instruction.
Maintain consistent intervention schedules and provide focused instructional support to identified students.
Coordinate interventions with classroom instruction to reinforce essential skills and support access to grade-level learning.
Ensure that supplemental interventions are scheduled during designated intervention opportunities, including WINN block, without replacing essential Tier 1 core instruction.
Building-Based Instructional Leadership Team
Serve as a member of the building and SSD team that collaborates with the principal and colleagues to advance school and district priorities in literacy, mathematics, assessment, MTSS, and continuous improvement.
Partner with the principal and MTSS Coordinator to help lead and coordinate the school's MTSS team and support consistent implementation of schoolwide intervention practices.
Serve as a key member of the school's instructional leadership team, contributing expertise in assessment, instruction, and intervention.
Support the principal in identifying instructional needs, establishing priorities, and coordinating efforts to improve student learning.
Collaborate with grade-level teams and PLCs to strengthen data-informed instructional decision-making and collective responsibility for student achievement.
Facilitate collaborative conversations focused on student learning, instructional challenges, evidence-based practices, and intervention effectiveness.
Serve as an instructional resource for classroom teachers and special educators, sharing effective literacy and mathematics strategies, assessment practices, and intervention resources.
Identify patterns and trends in student learning across grade levels and communicate findings and recommendations to building administration and instructional teams.
Help identify professional learning needs and collaborate with school and district leaders to support targeted professional learning.
Promote a culture of collaborative inquiry, shared leadership, reflective practice, and continuous improvement.
Multi-Tiered System of Supports (MTSS)
Collaborate with the MTSS Coordinator and building principal to help lead the school's MTSS team, including planning meetings, reviewing student data, coordinating interventions, and monitoring student outcomes.
Support the implementation and continuous improvement of a comprehensive schoolwide MTSS framework for literacy and mathematics.
Collaborate with teachers, special educators, and administrators to identify students requiring targeted or intensive academic intervention.
Use universal screening, diagnostic assessments, classroom performance, and progress-monitoring data to guide intervention decisions.
Assist in developing, implementing, and monitoring Personal Literacy Plans (PLPs), Personal Mathematics Plans (PMPs), and other appropriate student support plans.
Establish measurable student learning goals and identify appropriate intervention strategies and progress-monitoring measures.
Support the coordination of intervention schedules, student groupings, instructional resources, and progress-monitoring procedures.
Monitor student response to intervention and recommend adjustments to instructional intensity, frequency, duration, or approach based on evidence of learning.
Facilitate collaborative problem-solving and data-based decision-making to determine when students require additional support, changes in intervention, or reduced intervention intensity.
Collaborate with special educators and related service providers to coordinate interventions for students with disabilities in alignment with their IEPs.
Support consistent schoolwide procedures for student identification, intervention documentation, progress monitoring, and decision-making.
Assist the principal and MTSS Coordinator in evaluating the effectiveness of schoolwide intervention systems and identifying opportunities for improvement.
Assessment and Data-Informed Practice
Administer and interpret district-approved universal screening, diagnostic, and progress-monitoring assessments in literacy and mathematics.
Assist in coordinating schoolwide assessment implementation, including i-Ready and other district-approved assessment tools.
Analyze schoolwide, grade-level, classroom, and individual student assessment data to identify strengths, learning gaps, and instructional priorities.
Collaborate with teachers and administrators to review beginning-, middle-, and end-of-year assessment results and identify students requiring additional support.
Establish and maintain systems to monitor student growth and document the effectiveness of interventions.
Use frequent progress-monitoring data to evaluate whether students are making sufficient progress toward established learning goals.
Support teachers and school teams in interpreting assessment results and making instructional and intervention decisions.
Analyze RICAS and other state assessment results, as appropriate, to identify trends and support instructional improvement.
Prepare student progress summaries, intervention records, and data reports to support MTSS meetings, PLC discussions, and school improvement planning.
Professional Learning Communities (PLCs)
Serve as an active instructional leader within grade-level and school-based PLCs, supporting collaborative, evidence-driven practices focused on improving student learning.
Partner with the building principal and grade-level teams to strengthen the implementation of effective PLC processes.
Help PLC teams identify essential learning outcomes, examine evidence of student learning, and determine appropriate instructional responses.
Collaborate with classroom teachers and special educators to analyze student work, common assessments, and student performance data to identify learning needs and misconceptions.
Support teams in using universal screening, formative assessment, and progress-monitoring data to identify students requiring additional support.
Help coordinate grade-level PLC decisions, WINN instruction, and the school's MTSS processes.
Share evidence-based instructional and intervention strategies that address identified student learning needs.
Support PLC teams in evaluating the effectiveness of instructional and intervention practices and identifying next steps.
Promote collaborative inquiry, shared instructional leadership, and collective teacher efficacy.
Collaboration and Communication
Collaborate regularly with the building principal, MTSS Coordinator, classroom teachers, special educators, instructional coaches, and related service providers to coordinate academic supports.
Collaborate with interventionists across district schools to share effective practices, analyze student learning, and promote consistency in assessment, intervention, and MTSS implementation.
Communicate with classroom teachers regarding intervention goals, instructional strategies, student progress, and recommended next steps.
Work collaboratively with families, teachers, and administrators to communicate student learning needs, intervention plans, and progress.
Participate in instructional leadership meetings, MTSS meetings, PLCs, and other collaborative planning opportunities.
Support a coordinated approach to literacy and mathematics instruction across Tier 1, Tier 2, and Tier 3.
Build positive, trusting relationships with students, staff, and families that promote shared responsibility for student success.
Continuous Improvement and Professional Learning
Use student achievement, intervention, and progress-monitoring data to evaluate instructional effectiveness and improve student outcomes.
Collaborate with school and district leaders to identify trends in student learning and recommend adjustments to intervention practices and systems.
Participate in professional learning related to evidence-based literacy and mathematics instruction, assessment, MTSS, instructional leadership, and intervention.
Share instructional expertise and effective intervention practices with colleagues through collaborative planning, PLC participation, and professional learning opportunities.
Support district and school improvement priorities related to literacy, mathematics, assessment, MTSS, and collective teacher efficacy.
Professional Responsibilities
Maintain accurate, timely, and confidential student assessment, intervention, and progress-monitoring records.
Exercise instructional leadership through collaboration, facilitation, and professional expertise rather than supervisory or evaluative authority.
Demonstrate professionalism, collaboration, flexibility, and a commitment to equitable student outcomes.
Maintain high expectations for all students and a belief in every student's capacity to learn and grow.
Engage in ongoing reflection and professional growth.
Adhere to district policies and applicable state and federal regulations.
Equal Employment Opportunity
The Scituate School Department does not discriminate based on age, sex, sexual orientation, marital status, race, religion, national origin, color, creed, political affiliation, or disability in any of its educational programs, activities, or employment practices.
For inquiries regarding non-discrimination policies, contact
Equal Employment Officer
P.O. Box 188, North Scituate, RI 02857
Phone: (401) 647-4100 Email: [email protected]
Inquiries may also be directed to:
Office for Civil Rights, U.S. Department of Education (Boston Office)
5 Post Office Square, 8th Floor, Boston, MA 02109-3921
Phone: (617) 289-0111 Fax: (617) 289-0150 Email: [email protected]
Qualification Requirements
Required Qualifications
Valid Rhode Island Elementary Education certification.
Valid Rhode Island Reading Specialist certification.
Compliance with all Rhode Island Department of Education requirements, including Science of Reading requirements.
Demonstrated knowledge of evidence-based literacy instruction, reading assessment, and targeted reading intervention.
Demonstrated knowledge of elementary mathematics instruction, assessment, and evidence-based mathematics intervention practices.
Knowledge of Multi-Tiered Systems of Support (MTSS), Response to Intervention (RTI), and progress-monitoring practices.
Experience using student assessment data to identify instructional needs, design interventions, and evaluate student progress.
Demonstrated ability to collaborate effectively with classroom teachers, special educators, administrators, and families.
Demonstrated organizational, communication, facilitation, and problem-solving skills.
Commitment to instructional leadership, collaborative inquiry, and continuous improvement.
Preferred Qualifications
Valid Rhode Island Special Education certification.
Master's degree in Reading, Literacy Education, Reading Education, or a closely related field.
Valid Rhode Island Building-Level Administrator certification or eligibility for certification.
Experience serving in a teacher leadership, instructional leadership, or school improvement role.
Experience providing targeted reading and mathematics interventions at the elementary level.
Experience supporting building-based MTSS implementation, including intervention planning, coordination, and progress monitoring.
Experience facilitating Professional Learning Communities, collaborative data analysis, and instructional improvement initiatives.
Experience collaborating with building administrators to support schoolwide instructional priorities.
Experience
Minimum of five years of successful teaching experience.
Demonstrated successful experience supporting adult learning preferred.
Experience in using high-quality instructional materials and pedagogy preferred.
Evidence of improved student outcomes and closing achievement gaps in previous roles.
Skills
Strong disposition of curiosity and openness
Strong knowledge of effective instructional strategies and best practices
Excellent communication, collaboration, and interpersonal skills
Ability to analyze data and use it to inform instructional practices
Proficiency with educational technology and digital tools
Strong organizational and time-management skills
Strong interpersonal and collaboration skills
Strong communication, collaboration, and interpersonal skills.
Commitment to creating an inclusive and supportive learning environment for all students.
Working Conditions
This position works in a school environment.
Terms of Employment
Salary and benefits in accordance with the Scituate Teachers' Association Collective Bargaining Agreement.
Employment is contingent upon successful completion of all required state and federal background checks, including fingerprint-based criminal history checks.
Citizenship, residency, or a work visa is required.
Required Skills and Competencies
Knowledge of Google Apps for Work and MS Office, including Word, Excel, Access, and PowerPoint
The ability to work effectively with others at all levels of an organization, including colleagues, parents, students, and administrators
The ability to identify challenges and be flexible to actively work to find solutions
Outstanding interpersonal and teamwork skills
Openness and responsiveness to feedback
Demonstrate exemplary oral and written communication and listening skills.
Strong organizational and project management skills.
Proven ability to collaborate effectively with administrators, staff, families, and community stakeholders.
Successful interview
Evidence of supporting a vision that reflects ALL STUDENTS
Such alternatives to the above qualifications as the Superintendent and School Committee may find appropriate.
Physical Demands and Work Environment
The physical demands described are representative of those required to perform the essential functions of the position. Reasonable accommodations may be made for individuals with disabilities.
Regularly required to sit, stand, walk, talk, and hear. Vision requirements include close and distance vision.
Valid driver’s license and ability to travel between locations as necessary.
The position may require driving, extended hours, and public interaction.
The work environment may involve moderate to loud noise levels, depending on location and activity.