REPORTS TO: Principal and/or Designee

 

POSITION SUMMARY: 

 

Bay Path Regional Vocational Technical High School is seeking a highly skilled, student-centered Intervention Specialist to support the academic success of students in grades 9 and 10. This position is designed to provide targeted, data-informed instruction and intervention for students identified through state and school-wide assessment data, progress monitoring, classroom performance, and other relevant indicators as demonstrating deficiencies or needing additional support in English Language Arts (ELA) and/or Mathematics.

 

The Intervention Specialist will play a critical role in the development and implementation of Bay Path's evolving intervention model. As the school's schedule continues to evolve during the 2027–2028 school year, the successful candidate will provide direct instruction to students during designated intervention blocks and collaborate closely with teachers, content specialists, the Curriculum Coordinator, Testing Specialist, administrators, and other student support personnel to identify student needs, develop appropriate interventions, monitor progress, and adjust instruction.

 

The successful candidate will possess appropriate Massachusetts Department of Elementary and Secondary Education (DESE) licensure/certification in the subject area(s) being taught, as required.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES include, but are not limited to, the following:

 

Student Intervention and Instruction

• Provide targeted, evidence-based instruction and academic interventions to students in grades 9 and 10 who demonstrate identified needs in ELA and/or Mathematics.
• Teach students during designated intervention blocks as established through the Bay Path master schedule.
• Use state assessment data, including MCAS data, school-wide benchmark assessments, progress monitoring data, classroom performance, and other relevant measures to identify students in need of additional academic support.
• Develop, implement, and monitor individualized and small-group intervention plans designed to address specific skill deficiencies.
• Differentiate instruction, materials, pacing, and instructional strategies to meet the diverse academic needs of students.
• Develop and maintain intervention materials and resources aligned with Massachusetts Curriculum Frameworks, district curriculum, and identified student learning needs.
• Utilize evidence-based instructional practices and intervention strategies designed to accelerate student learning and close identified skill gaps.
• Monitor student growth regularly and adjust interventions based on individual student response and progress.
• Maintain appropriate records of student participation, progress, interventions, and outcomes.
• During the 2026-2027 school year, we will use partial time to help support inclusion classes with push-in services, as needed. 

Data Analysis and Progress Monitoring

• Participate in the regular review and analysis of student achievement and progress-monitoring data.
• Work collaboratively with the Curriculum Coordinator, Testing Specialist, content specialists, classroom teachers, and administrative team to identify trends, areas of concern, and students requiring targeted support.
• Assist in establishing systems and procedures for identifying students in need of intervention and monitoring their academic growth over time.
• Support the development and implementation of a systematic progress-monitoring process for students receiving academic interventions.
• Use data to evaluate the effectiveness of interventions and make recommendations regarding continuation, modification, intensification, or conclusion of student supports.
• Assist in communicating relevant academic progress information to appropriate school personnel and, when appropriate, families.

Curriculum and Instructional Development

• Develop high-quality, differentiated instructional materials for use during intervention blocks.
• Collaborate with ELA and Mathematics teachers and content specialists to ensure interventions are aligned with grade-level standards, priority skills, and classroom instruction.
• Support the development of intervention resources that address foundational skill gaps while maintaining a focus on students' progress toward grade-level expectations.
• Incorporate principles of differentiated instruction and Universal Design for Learning (UDL), when appropriate, to ensure equitable access to instruction and support.
• Identify and recommend evidence-based intervention programs, instructional resources, and strategies to strengthen the school's academic intervention model.
• Collaborate in the development of common assessments and other measures used to monitor student growth.

Collaboration and Schoolwide Support

• Serve as a collaborative member of the school's academic support structure and work closely with teachers, administrators, student support personnel, and other appropriate staff.
• Participate in meetings focused on student data, academic interventions, curriculum, progress monitoring, and student achievement.
• Collaborate with classroom teachers to support continuity between intervention instruction and students' regular academic coursework.
• Work with vocational and academic educators, as appropriate, to identify opportunities to reinforce literacy and numeracy skills within the context of a comprehensive vocational technical education.
• Provide consultation and support to staff regarding effective intervention strategies, differentiated instruction, and the use of student achievement data.
• Contribute to the continued development and refinement of Bay Path's intervention systems as the school implements its evolving schedule and designated intervention blocks during the 2027–2028 school year.
• Participate in Professional Learning Communities (PLCs), curriculum work, professional development, and other school improvement initiatives as assigned.

Additional Responsibilities

• Support the school's efforts to provide equity, access, and inclusivity for all members of the school community.
• Build positive and productive relationships with students while promoting high expectations, academic growth, responsibility, and student independence.
• Communicate effectively and professionally with students, families, faculty, and administrators.
• Maintain confidentiality regarding student records and information in accordance with applicable laws, regulations, and school policies.
• Remain current with evidence-based practices related to academic intervention, adolescent learning, literacy, mathematics instruction, assessment, and progress monitoring.
• Perform other duties consistent with the position and as assigned by the Principal or designee.

QUALIFICATIONS: 

• A proven record of success as a classroom teacher and/or instructional coach required.
• Demonstrated knowledge of effective instructional practices in ELA and/or Mathematics.
• Experience using student achievement data to identify learning needs, plan instruction, monitor progress, and evaluate outcomes.
• Demonstrated experience providing differentiated instruction to meet the needs of diverse learners.
• Knowledge of evidence-based academic intervention practices and multi-tiered systems of support (MTSS).
• Strong understanding of formative and summative assessment and progress-monitoring practices.
• Experience developing instructional materials and interventions responsive to identified student learning needs.
• Strong collaboration, communication, organization, and interpersonal skills.
• Ability to work effectively with students, teachers, administrators, specialists, and families.
• Ability to analyze complex student data and translate findings into meaningful instructional actions.
• A demonstrated commitment to equity, access, inclusivity, and high expectations for all students.
• A commitment to continuous professional growth and the mission of a comprehensive regional vocational technical high school.
• Must be authorized to work in the United States.

EDUCATION and/or EXPERIENCE:

• Master's degree in education, curriculum and instruction, literacy, mathematics education, educational leadership, or a related field.
• Appropriate Massachusetts DESE licensure/certification in the subject area(s) to be taught.
• Experience working with high school students, particularly students in grades 9 and 10.
• Experience providing academic intervention in ELA and/or Mathematics.
• Experience with MCAS and Massachusetts state assessment data.
• Experience with instructional coaching, curriculum development, or professional learning.
• Experience working within an MTSS or similar tiered intervention framework.
• Familiarity with the academic and instructional needs of students in a comprehensive vocational technical high school setting.

TERMS OF EMPLOYMENT: 

• Full Time position.
• 184 working days per school year.
• This position is part of the Collective Bargaining Agreement between the Bay Path Teachers Association and the SWCRVSDC.

SALARY: 

• Appropriate step on Teacher’s salary schedule pursuant to the BPTA CBA.  Salary range is $59,152.95 - $105,795.77.

PHYSICAL WORKING CONDITIONS: 

 

The physical demands and the work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.   

 

Southern Worcester County Regional Vocational School District is committed to a policy of non-discrimination and equal opportunity for all employees and applicants without regard to race, color, religion, national origin, sex, gender identity, sexual orientation, age, genetic information, ancestry, military status, veteran status, disability, pregnancy or pregnancy related condition, physical or mental disability, or any other status protected by law.