ELA Interventionist (Middle School)

ELA Interventionist (Middle School)

Persistence Preparatory Academy Charter School

Certified - Area - Elementary

Job Number 3300056724

Start Date

Open Date

Closing Date

Please make sure to complete an application athttp://www.wnyric.org/applicationfor this job posting.

Mission

Persistence Prep, a new K-8 charter school in Buffalo, invites passionate and committed educators to apply to the position of Classroom Teacher. Persistence Prep is founded on the belief that all students, regardless of race, disability, home language, SES status, or zip code can learn and achieve at high levels when held to the highest expectations. It is our mission to ensure that all students are firmly on the path to succeed within a four-year college and create positive change within their communities.

Job Summary

The Elementary Teacher/ Interventionist position is a full-time teaching position serving multiple grades . Teachers are responsible for collaborating with all grade level teams, particularly for lesson planning and norming instructional practices. All Persistence Prep teachers are accountable for the intellectual preparation for each lesson, building strong and positive relationships with students and families, using data to tailor their instruction, and actively engaging in collaboration with their colleagues.

Persistence Prep, a new K-8 charter school in Buffalo, invites passionate and committed educators to apply to the position of Classroom Teacher. Persistence Prep is founded on the belief that all students, regardless of race, disability, home language, SES status, or zip code can learn and achieve at high levels when held to the highest expectations. It is our mission to ensure that all students are firmly on the path to succeed within a four-year college and create positive change within their communities. We are looking for high capacity, energetic, detail oriented, and dedicated individuals to join our team.

Essential Functions

• Assisting with the planning, and sometimes direct services, for students to be appropriately and meaningfully included during core classes. This may involve coaching, modeling, or sometimes co-teaching with content teachers.

• Analyzing data to understand student(s) needs and determine instructional focus during intervention.

• Teaching intervention groups for students in need.

• Collecting and analyzing frequent progress monitoring data in order to determine instructional decisions.

• Facilitating progress monitoring reviews with building teams or professional learning communities to respond to student data.

• Serving as an integral part of a problem-solving team at the building level.

• Execute daily lesson plans for all assigned blocks

• Implement all Persistence Prep routines and procedures with fidelity

• Submit weekly lesson plans and unit plans in a timely manner for feedback

• Actively participate in all professional development sessions and weekly coaching sessions

• Incorporate feedback from coaches in a timely manner

• Communicate weekly with families and other key stakeholders

• Provide scholars with frequent and accurate behavioral and academic feedback

• Consistently analyze scholar data and engage in self-reflection on practices

• Complete all duties, posts and tasks as assigned

Competencies

• Commitment to uphold and execute upon the mission of Persistence Prep.

• Unwavering, high expectations for all scholars, with a belief that all children deserve access to a college education

• Clear and effective communication skills for diverse audiences including students, staff, families, and the local community.

• Solutions-focused style that encourages teamwork and collaboration to support the development students.

• Willingness to foster creativity and innovation with enthusiasm for work, and ability to motivate and unite others in the work.

• Persistence in the face of obstacles, productive problem-solving to counter setbacks, initiative to seize opportunities to make change and solicit feedback.

• Belief in student empowerment and willingness to allow students to play an active role in supporting the school's vision and climate.

• Commitment to results-driven approach, with strong ability to analyze data and use it to inform decision-making.

• Ability to reflect on how to improve, self-awareness of strengths and weaknesses, willingness to take responsibility for actions and mistakes.

Job Qualifications

• Bachelor's degree required, Master's degree preferred.

• Minimum two years of urban teaching preferred.

• New York State teacher license/certification preferred.

• Dual certification in Special Education or TESOL preferred

• Successful manager of an urban classroom who has used structure, incentives, and high expectations to drive student success.

• Experienced classroom teacher with demonstrated quantifiable and objective student performance gains that surpass state or local averages.

• Ability to work with a variety of learning abilities, including those with special needs and low skill level in a heterogeneously grouped classroom setting.

• Demonstrated ability to work well in a team, especially with parents and community members.

Job Attachment View Attachment

Salary: From 50000.00

Position Status Full time

Start Date 8/18/2026

Required Certification Type Childhood Education Grades 1-6 {3014}, Literacy Grades 5-12 {7062}, Students with Disabilities - English Grades 5-9 {9026}

Contact Person's Name Joelle Formato

Contact Person's Title Head of School

Contact Person's Phone 716-235-1520

Contact Person's Email [email protected]