Denny Int’l Middle – Reading Foundations Teacher/Academic Intervention Specialist – 0.8 FTE

Job Type: Location Type: Not Specified

 

Salary: $72,908.00 – $142,523.00 Annually
Location : Denny International Middle School, WA
Job Type: Part-Time
Job Number: 26231
Department: David T. Denny Int’l Middle School
Opening Date: 07/19/2025
Closing Date: 7/27/2025 5:00 PM Pacific
Subject Area: Academic Intervention Specialist – Reading/Math
FTE: 0.8

Overview of Position

Under direction of the school principal, plans and provides for appropriate learning experiences for students in designated subject areas(s), math, reading, etc. Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of individuals to ensure Success for Every Student. Supervises students in a variety of school related settings. Monitors and evaluates student outcomes. Communicates and interacts with students, parents, staff and community. Develops, selects and modifies instructional plans and materials to meet the needs of all students. Maintains appropriate records and follows required procedures and practices. Monitors appropriate use and care of equipment, materials and facilities.

NOTE: employees who primarily provide academic intervention support for teachers, as they work with students, should be in the role of Academic Intervention Spec – PD, not Academic Intervention Spec – Reading/Math.

Denny International Middle School has provided this additional detail regarding this position:

The Reading Foundations Teacher/Academic Intervention Specialist/Reading Foundations Coach at Denny International Middle School supports student achievement through targeted academic interventions (e.g., foundational reading instruction), test coordination, and instructional coaching/ oversight of teacher interventions and progress monitoring embedded in co-taught ELA settings. This role serves as a key liaison between teachers, school administration, and community partners to ensure the effective delivery of academic supports, compliance with the City of Seattle’s Families, Education, Preschool, and Promise (FEPP) Levy requirements, data analysis and reporting to the Nesholm Family Foundation, and effective administration of tiered reading assessments screening and diagnosing reading needs.
Preference will be given to candidates holding a Reading endorsement and/or those with extensive experience developing foundational reading skills at the secondary level.

Key Responsibilities:

Teaching, Academic Intervention & Student Support

• Provide instruction to students for at least 2 elective semester-long Reading Foundations classes. Students in these classes are identified as having the highest needs for reading intervention.
• Participate in MTSS, Student Support Team, and Nesholm partnership meetings to align academic supports and plan next steps.
• Ensure students are appropriately scheduled into reading intervention courses (Foundations, Resource, SM2, co-taught, etc.)
• Implement and oversee targeted interventions and progress monitoring for students in reading intervention courses.

Test Coordination

• Coordinate all aspects of reading intervention assessment: Maze, Read Naturally Diagnostics, i-Ready, ORF, vocabulary.
  • Schedule testing sessions, assign staff roles, and manage secure materials.
  • Oversee and deliver testing accommodations for students with IEPs and 504 plans.
  • Communicate testing timelines and updates with students, families, and staff.
• Collect and analyze intervention data for school staff, Levy funded staff, and Nesholm to assess effectiveness and progress toward CSIP and Levy performance goals. Coordinate with Literacy AP to maintain reading foundation recommendations with up-to-date data using a shared tracking system.
• Maintain communication with the principal and Literacy AP to ensure strategic alignment and integration of services.

Instructional Coaching/ Oversight of teacher Interventions

• Develop a plan of intervention, in collaboration with ELA teachers, for students in co-taught ELA settings with identified reading foundations needs. Intervention will be applied within the co-taught ELA setting.
• Coach ELA and ELA Resource teachers in providing direct instruction for reading foundations. This may include example lesson structures, observation and feedback, or revision of intervention plan.
• Model effective reading intervention in small groups for teachers in the ELA co-teaching setting and ELA Resource setting.
• Provide staff professional development related to analyzing or administering foundational reading or reading assessment designed to diagnose student needs or monitor progress (Reading Naturally, ORF, i-Ready, vocabulary) and embed these practices into the inquiry cycle within PLCs.

Essential Functions

20%

• Plans a program of study that, as much as possible, meets the needs, interests and abilities of individuals to ensure success for every student.

20%

• Establishes learning objectives consistent with appraisal of student needs, requirements of SPS curriculum, and knowledge of human growth and development.

20%

• Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of central staff as required. Provides input when necessary to student IEP’s.

20%

• Maintains accurate and complete records as required by law, SPS policy and administrative regulation.

10%

• Coordinates intervention strategies targeted at student needs.

10%

• Acts as liaison between teachers and program specialists and instructional coaches.

Other Functions
Performs related duties consistent with the scope and intent of the position.

Required Knowledge, Skills & Abilities

Knowledge

• Knowledge of district policies and procedures related to teaching
• Knowledge of relevant SPS curriculum

Skills

• Excellent oral and written communication
• Excellent human relations skills

Abilities

• Ability to provide instruction that reflects multiple perspectives and multicultural education
• Ability to assess student progress
• Ability to establish and maintain effective working relationships
• Ability to identify risk/protective factors of students and align effective intervention strategies/activities

Typical Qualifications

Education
Bachelor’s degree; academic preparation for or experience in teaching a culturally, racially and economically diverse student population in an urban school system. Specific programs may require additional academic preparation or professional experience, including; working with bilingual students and assisting them in the transition to regular classrooms; implementing programs designed to prevent the dropout of “at risk” students; and, teaching multi-level, open-concept, and main streamed classes.

Experience
Classroom Teacher requirements and experience for applicable grades.

Certifications & Licenses
Valid Washington State teacher certification. One or more Secondary Education Endorsement for Middle School & High School positions; Language Arts, Math, Science, Social Studies; Elementary Education Endorsement required for K-5 positions. Valid WA State driver’s license.

Clearances
Criminal Justice fingerprint and background check
Seattle Public Schools benefits are administered by the Washington State Healthcare Authority (HCA) under the School Employees Benefits Board (SEBB). Click for an overview of available benefit options.

Eligibility for benefits is determined by the number of hours employees are anticipated to work during the school year (September 1 through August 31). Any employee who is scheduled to work 630 hours or more in a year is eligible for benefits.

Salary Schedule
Please find the salary schedule associated with this role and others like it
01

Please check ALL endorsement(s) that will appear on your Washington State certificate or will be added to your current or newly issued certificate by the position start date.

• Agricultural Education
• Arts: Visual
• Bilingual Elementary
• Bilingual Secondary
• Biology
• Business and Marketing
• Chemistry
• Counseling
• Dance
• Deaf Education
• Early Childhood
• Elementary Education
• English Language Arts
• English Language Learners
• Environmental and Sustainability
• Family and Consumer Sciences
• Gifted Education
• Health and Fitness
• Humanities: Middle Level
• History
• Library Media
• Mathematics
• Mathematics: Middle Level
• Music: Choral
• Music: General
• Music: Instrumental
• Reading
• Science
• Science: Earth and Space
• Science: Middle Level
• Science: Physics
• Social Studies
• Social Work
• Special Education
• Special Education: Early Childhood
• Technology Education
• Theater
• Traffic Safety
• World Languages: Arabic
• World Languages: Chinese
• World Languages: French
• World Languages: German
• World Languages: Hindi
• World Languages: Japanese
• World Languages: Korean
• World Languages: Latin
• World Languages: Spanish
• Not Applicable – I do not, nor will not hold a Washington State Teaching Certificate/Permit
• I hold an “unendorsed” Washington State Teaching Certificate/Permit

02

Are you a current Seattle Public Schools employee with a certificated contract for the next school year?

• Yes
• No

03

Have you been notified by your supervisor or human resources that you are displaced for the next school year?

• Yes
• No

04

Have you received a binding contingency contract for the next school year?

• Yes
• No

05

Are you a current Seattle Public Schools certificated substitute?

• Yes
• No

06

Are you under contract with a district other than Seattle Public Schools for the next school year?

• Yes
• No

Required Question