We are seeking a highly skilled and relationship-driven K–2 Intervention Specialist to support students performing below and well below benchmark in foundational academic and behavioral domains. This role focuses primarily on reading, while also providing targeted support in early math skills and behavior/social-emotional learning. The specialist will collaborate with educators and families to deliver Tier 2 and Tier 3 interventions that address the whole child—closing academic gaps and supporting student well-being. The ideal candidate brings instructional expertise, strong interpersonal skills, and a deep commitment to equitable and inclusive learning environments.

Key Responsibilities:

• Deliver differentiated, evidence-based interventions in foundational literacy and early math to individual students and small groups using both pull-out and push-in models.
  
  
• Provide Tier 2 and Tier 3 behavior and social-emotional support, aligned with school-wide expectations and frameworks (e.g., PBIS, SEL curriculum).
  
  
• Serve as a Tier 3 case manager, developing individualized intervention plans and monitoring student growth in academics and behavior.
  
  
• Progress monitors academic and behavior goals regularly using tools such as mClass, math screeners, behavior tracking systems, and teacher/family input.
  
  
• Facilitate parent conferences and ongoing communication to support transparency, collaboration, and shared goal-setting around student progress.
  
  
• Partner with classroom teachers and specialists to integrate supports into core instruction and reinforce strategies across settings.
  
  
• Alongside administration, lead and participate in MTSS and PLC meetings to review data, plan next steps, and promote a coordinated approach to intervention.
  
  
• Collaborate with administration on schoolwide initiatives and school improvement.
  
  
• Build strong, trusting relationships with students to increase confidence, engagement, and resilience across all academic and behavioral domains.
  
  

Required Qualifications:

• Valid North Carolina Teaching License and experience in K–2 settings.
  
  
• Minimum of 3 years of successful classroom and/or intervention experience at the primary level.
  
  
• Demonstrated ability to improve academic outcomes and support social-emotional growth in early learners.
  
  
• Knowledge of the Science of Reading and structured literacy practices.
  
  
• Experience with early math instruction and/or interventions.
  
  
• Familiarity with MTSS frameworks, data-based decision making, and progress monitoring in academic and behavioral areas.
  
  

Preferred Qualifications:

• Master’s degree in Elementary Education, Literacy, or a related field.
  
  
• National Board Certification in Early Childhood, Literacy, or Exceptional Needs.
  
  
• Background in working with Multilingual Learners (MLs).
  
  
• Training or experience with SEL frameworks, behavior intervention strategies, or trauma-informed practices.
  
  
•  Instructional leadership experience to support a collaborative school culture.
  
  

Work Environment:
This full-time position is based in a primary school and requires flexible collaboration with teachers, support staff, administrators, and families. The role supports schoolwide efforts to address both academic skill gaps and social-emotional development in young learners, ensuring all students are equipped for long-term success.