Financial and Benefits
Competitive pay scale and benefits compensation commensurate with experience.
Professional development including staff development, conferences, specialized training and education
Tuition remittance for teacher’s children enrolled at Escuela de Guadalupe ($1,000 annual tuition)
Medical and Dental benefits
Retirement plan – 403b (once plan requirements have been met)
Job Type
Full-time
Description
Escuela de Guadalupe
660 Julian St.
Denver, CO 80204
(303) 964-8456
4th and 5th Interventionist (Bilingual)
Position dates: August-June
Position type: Full Time
Status: Exempt
Reports to: Mariella Robledo
Contact: mariella_robledo@escuelaguadalupe.org
Who We Are
Escuela de Guadalupe is an innovative Catholic, dual-language PK-8 school in Denver, CO. It has been recognized locally and nationally for its academic excellence and for being financially accessible to all families.
Mission Statement
We provide an academically excellent, Catholic education in English and Spanish to cultivate the next generation of community leaders.
Job Description
Working at Escuela de Guadalupe includes many different responsibilities to make a small, non-tuition driven school run effectively. As a close-knit community, we all pitch in to make this a great place to work and learn. Therefore, this description is not intended to be all- inclusive. Specific areas of responsibilities include but are not limited to the following:
Responsibilities
Support the head teacher with specific students by implementing the components of dual-language instruction in Math and Literacy (Teaching will be Bilingual)
Regularly check in with teachers to develop lessons and learning activities for individual students to support their learning and fill any major gaps in their comprehension. Teachers and interventionist should have regular intentional planning time, led by the teacher of record (objectives, strategies, and materials). Planning with the teacher and Interventionist could occur during specials or before school at 7:45 - 8:15 am.
While planning and collaboration with the teacher is essential, the Interventionist will be responsible for creating and utilizing materials for intervention both within the classroom and for small-group or individual settings
The teacher and interventionist are expected to plan and discuss student progress frequently with assessment data and evidence.
Interventionist should frequently assess student performance, track growth, and analyze student data to inform their interventions
Record anecdotal data about work with students for effective, consistent communication with the classroom teacher
Stay updated on current educational practices by investigating and implementing research-based and effective strategies
They will be in charge of communicating constantly with the teacher and families through in person meetings. They will support communication with families including during parent/family-teacher conferences, emails, phone calls, and personal conversations during their work hours.
They will also have regular meetings with the Principal and/or Assistant Principal to discuss student progress
Speak in the language of instruction and find alternative ways to support students’ understanding without translating or using the other language (visual vocabulary support, definitions, explanations in language of instruction)
Model questioning and language that supports complex thought development; ask students questions that help them think about the answers, rather than giving them the answers. Keep teachers informed on which students are struggling or have common misunderstandings.
Interventionist can lead small intervention groups based on PLC objectives and assessments in coordination with the teachers.
Interventionist will be a support in the classes with the students while the teachers are doing the instruction. Depending on the need, they can support students during class or pull them out at other times. They will need to share the information about how the students are progressing.
Interventionist should frequently assess student performance, track growth, and analyze student data to inform their intervention
In a situation where the classroom teacher is absent, the Interventionist will act as a substitute or support for the substitute for the class as they will be most informed about the current curriculum.
Have the patience and positive attitude to be sure that every student has an academically rich experience and fully develops their cognitive and language abilities.
Truly believe that every child, without exception, can excel.
Supervise lunch, recess and snack times
Monitor students’ well-being and safety during the teacher’s break times.
Support positive social interactions and Restorative Justice problem-solving strategies with students
Model the values of our school culture throughout the day and during interactions with students, teachers and families.
Expectations
Carry out the mission and goals of the school
Build positive compassionate professional relationships and communication with staff, students, and families in the school
Support the events that build community
Actively participate in ongoing dialogue about liberating education that works to change the status quo of the larger community
Incorporate themes of social justice within the classroom instruction and how groups of people working together can create positive social change
Empower students with a strong knowledge base and language skills to debate and challenge social injustices and current events
All Faculty are expected to abide by the school calendar, arrive by 7:45 and work until 4:30, with a break for lunch and planning.
Duties: supervision and attendance
Morning and Afternoon Supervision
Lunch and Recess Supervision
Snack Supervision
Attend weekly PLC meetings
Attend all Professional Development days on the school calendar
Participate in the school Open House, conferences, and other school events
Embrace Dual Language model
Respect classroom-specific language model
Help plan and deliver lessons in learning environments that are clearly and firmly defined by language of instruction
Model language acquisition, language nuances, vocabulary usage, and grammatical fluency for students
Value the integrity of both Spanish and English as tools for reasoning, problem-solving, communication and intellect.
Model a respect for cultural and linguistic diversity
Respect Catholic Religion
Open to working in a Catholic Environment
Respect the Catholic faith and the religious practices that happen daily and weekly
Prepare the students for assigned dates of masses
Compensation
Financial and Benefits
Competitive pay scale and benefits compensation commensurate with experience.
Professional development including staff development, conferences, specialized training and education
Tuition remittance for teacher’s children enrolled at Escuela de Guadalupe ($1,000 annual tuition)
Medical and Dental benefits
Retirement plan – 403b (once plan requirements have been met)
Work Environment and Community
Small staff and tight knit community
Direct contact with supervisors and families regularly
Community that respects both English and Spanish and the different levels of proficiency each employee, family member, or student may have
Opportunity for adults to enhance our own second language skills within a dual language environment
Environment in which one can live and continue to enhance their faith
Minimum 3 years of successful intervention experience
Experience teaching and/or performing interventions with students
Experience leading, working with, or teaching a group of children
Excellent language skills in the specific component in which he/she will be performing interventions Bilingual
Working knowledge of second language acquisition, bilingual and dual-language education, as well as the methodology of sheltered language instructional strategies.
Authentic support of culturally rich and linguistically diverse learning communities.
Open to working in a Catholic environment and respecting the Catholic faith
Working knowledge of technology and educational platforms used for teaching and learning.
Willingness to learn new curriculums, technology systems, and software practices for dual-language acquisition and linguistically diverse learners and the motivation to implement this learning to make a difference in the intervention.
Proven ability to work in a team environment and develop effective interpersonal relationships
Successful completion of CBI and FBI background check.
Preferred Qualifications:
Teaching license or Bachelor’s degree
Excellent language skills are critical and a willingness to provide verbal interaction with students both in and out of class. Bilingual reading, writing and speaking skills are preferred.
Content knowledge and enthusiasm for learning, reading and writing
Effective in managing and supervising students
Organized, flexible, and reliable
Salary Description
$41,496-$81,096 based on education and experience
Required Qualifications:
Minimum 3 years of successful intervention experience
Experience teaching and/or performing interventions with students
Experience leading, working with, or teaching a group of children
Excellent language skills in the specific component in which he/she will be performing interventions Bilingual
Working knowledge of second language acquisition, bilingual and dual-language education, as well as the methodology of sheltered language instructional strategies.
Authentic support of culturally rich and linguistically diverse learning communities.
Open to working in a Catholic environment and respecting the Catholic faith
Working knowledge of technology and educational platforms used for teaching and learning.
Willingness to learn new curriculums, technology systems, and software practices for dual-language acquisition and linguistically diverse learners and the motivation to implement this learning to make a difference in the intervention.
Proven ability to work in a team environment and develop effective interpersonal relationships
Successful completion of CBI and FBI background check.
