ELA Instructional Support Teacher (Grades 5 - 8)
Position Title: ELA Instructional Support Teacher (Grades 5–8)
Reports To: ELA Department Chair / Principal
Location: Carter G. Woodson School
Position Overview:
The ELA Instructional Support Teacher will provide targeted academic support for students in grades 5–8, with a focus on improving literacy outcomes for students performing below proficiency. This teacher will work closely with the Principal and classroom teachers to analyze assessment data, design intervention strategies, and implement small-group instruction to accelerate student learning and performance on standardized tests.
Key Responsibilities:
Collaborate with classroom ELA teachers to identify students performing below grade level.
Analyze student performance data from assessments, benchmarks, and classroom work to target skill gaps.
Develop and implement small-group instruction tailored to specific student needs.
Provide differentiated support in reading comprehension, writing, vocabulary, and grammar.
Monitor student progress regularly and adjust instructional strategies based on data.
Maintain clear documentation of interventions, lesson plans, and student progress.
Communicate with parents, teachers, and leadership regarding student growth and areas of concern.
Participate in professional development to stay current with best practices in ELA instruction and intervention strategies.
Qualifications:
A valid teaching certification in English/Language Arts or a related field is preferred; however, relevant experience will also be considered.
Experience teaching grades ELA prefered
Demonstrated success in improving student achievement, particularly for struggling learners.
Strong data analysis skills to inform instruction.
Ability to differentiate instruction and manage small-group learning environments.
Excellent communication and collaboration skills.
Performance Metrics:
Improvement in students’ ELA assessment scores, particularly for those previously performing at Grade F level.
Successful implementation of targeted interventions and small-group instruction.
Positive feedback from classroom teachers and administration regarding collaboration and instructional support.