Strengths-Based Interventionist

Job Description To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily.
Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described.
Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were actually written out in this job description.
GRPS MISSION: Our mission is to ensure that all students are educated, self-directed and productive members of society.
Title: Strengths–Based Interventionist Department: Instruction Unit: Support Non Exempt (SN) Hourly Rate: Grade 210 – The hourly range listed here is based on an average of 1-15 years of experience.
The specific hourly rate paid is based on relevant years of experience.
JOB SUMMARY The Strengths-Based Interventionist will work under the direction of the principal to provide academic and behavioral support for students using a strengths-based approach.
The Interventionist will work with a specific caseload of identified students to implement the Strengths Opportunities Aspirations Results (SOAR) process while promoting learning readiness.
ESSENTIAL JOB FUNCTIONS Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills.
This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position.
Regular on time and in person attendance is an essential function of this job.
Other essential functions may include, but are not limited to the following: Work with identified students and parents utilizing a strengths-based approach that recognizes student strengths as a key component to reinforcing all positive student outcomes, including behavior, academic, and social-emotional outcomes.
Assist students and parents in learning and implementing the student SOAR process, which identifies student strengths (including recognizable and defined academic, behavioral, or social emotional behaviors that “shine” for a particular student) and opportunities, creates aspirations, and makes public intended results.
Utilize a holistic approach to student success that considers and addresses the emotional, physical, behavioral, and social-emotional needs of students to help them identify their strengths, preferences, and passions to increase academic and behavioral success.
Document, develop, and enrich students’ portfolios of academic and social emotional strengths, helping them to identify, develop, and/or further develop as a scholar by using known strengths as a lever of improvement.
Collaborate with teachers, School Renewal Specialists, administrators, Promise Neighborhood Facilitators, and other district staff to determine how best to serve students to serve students and implement evidence-based practices to reach the desired state.
Progress monitor caseload and create individual leverage plans for students.
Ensure compliance with the Grand Rapids Southeast Promise Neighborhood Grant in that weekly report logs of caseload progress are documented and submitted to the principal.
Biweekly meeting with the School Renewal Specialist for coaching sessions to learn and leverage evidence-based practices within the pipeline initiatives of the Promise Neighborhood Grant: Early Learning, School Success, College and Career Readiness, and Parent and Community Support.
Other duties as assigned.
REQUIRED QUALIFICATIONS At least 60 college credits.
PREFERRED QUALIFICATIONS Experience in education preferred.
Experience working within an urban setting.
ADA REQUIREMENTS The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
PHYSICAL DEMANDS While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment).
Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus.
WORK ENVIRONMENT The noise level in the work environment is usually moderate.
MENTAL FUNCTIONS While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.
METHOD OF APPLICATION: Grand Rapids Public Schools manages employment applications online.
Applications must be completed online at www.
grps.
org/careers.
No hardcopy applications/resumes will be accepted for this position.
Computer terminals are available in the GRPS Franklin Campus lobby from 8:00am – 4:00pm, Monday-Friday, for applicant use.
NON-DISCRIMINATION/ACCOMODATION ASSISTANCE The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.
Assistance with the application process may be requested through the Human Resources Department at (616) 819-2022 or humanresources@grps.
org.
Primary Location Dickinson Elementary School (PreK-8) Salary Range Per Hour Shift Type Full-Time