TITLE: Lower School Intervention Teacher

SCALE:  Professional Scale   

CONTRACT: Professional Staff Contract   

SUPERVISOR: Director of Student Success and Wellbeing

DIRECT SUPERVISOR: Lower School Principal 

DIVISION: Lower School

POSITION SUMMARY:

The Lower School Intervention Teacher plays a key role in ensuring that every student is known, supported, and provided with the instruction needed to succeed. Working within the Lower School's Multi-Tiered System of Supports (MTSS), the Intervention Teacher provides intensive, evidence-based Tier 3 instruction in foundational literacy and mathematics, primarily for students in the early elementary grades.

The Intervention Teacher uses diagnostic assessment, explicit instruction, and systematic progress monitoring to identify and respond to individual learning needs and support measurable student growth. As a member of the Lower School Assessment Team, the teacher participates in regular MTSS data meetings and collaborates with colleagues to make informed decisions about student support.

The Intervention Teacher also serves as case manager for assigned students in the early elementary grades with Individualized Learning Plans (ILPs) or Individualized Accommodation Plans (IAPs), coordinating their development, implementation, monitoring, and review. 

Through direct intervention, assessment, collaboration, and case management, the Intervention Teacher contributes to a proactive and coordinated approach to supporting student learning and success.

DUTIES AND RESPONSIBILITIES: 

1. Intensive Academic Intervention 

• Design and deliver explicit, systematic, evidence-based Tier 3 interventions in foundational literacy and mathematics, primarily for students in the early elementary grades.
• Provide individualized and small-group instruction based on diagnostic assessment, identified learning needs, and student response to intervention.
• Deliver targeted literacy interventions addressing phonological awareness, phonics, decoding, encoding, reading fluency, and other identified foundational skills.
• Deliver targeted mathematics interventions addressing number sense, counting, quantity, place value, computation, and foundational mathematical reasoning.
• Establish clear, measurable learning goals and adjust instructional approaches, frequency, duration, and intensity based on student progress.
• Coordinate interventions with classroom instruction to support the application and transfer of skills across learning environments.
• Use ongoing student learning evidence to evaluate and refine instructional practices.  

2. Assessment and Progress Monitoring 

• Serve as an active member of the Lower School Assessment Team, contributing to the implementation of a coordinated assessment and intervention system. 
• Administer and interpret universal screening, diagnostic, and progress-monitoring assessments in early literacy and mathematics. 
• Use assessment data to identify specific learning needs, establish intervention goals, and select appropriate instructional approaches. 
• Systematically monitor student progress and maintain accurate, accessible records of assessment results, interventions, and instructional adjustments. 
• Analyze student response to intervention to determine when instruction should be continued, intensified, modified, or faded. 
• Collaborate with teachers and specialists to interpret student learning data and communicate findings clearly to relevant stakeholders. 

3. MTSS Collaboration and Data-Informed Decision-Making 

• Participate in regular MTSS data meetings to review student progress, evaluate intervention effectiveness, and identify next steps. 
• Collaborate with homeroom teachers, Multilingual Learning (ML) specialists, academic support teachers, academic coordinators, the school psychologist, and speech-language pathologist to develop a shared understanding of student learning needs. 
• Contribute to collaborative decisions regarding intervention eligibility, intensity, duration, and movement between levels of support. 
• Partner with ML specialists to ensure interventions are responsive to multilingual learners and consider the relationship between language development and academic learning needs. 
• Work with the school psychologist, speech-language pathologist, and other specialists to incorporate relevant assessment findings and recommendations into intervention plans.
• Support consistent processes for documenting student progress, intervention decisions, and agreed-upon next steps. 
• Contribute to the ongoing development and refinement of the Lower School's MTSS framework. 

4. Individualized Learning and Accommodation Plan Case Management 

• Serve as case manager for assigned students in the early elementary grades with Individualized Learning Plans (ILPs) or Individualized Accommodation Plans (IAPs).
• Coordinate the development, implementation, monitoring, and regular review of individualized plans in collaboration with classroom teachers, specialists, families, and school leadership.
• Facilitate collaborative planning and review meetings to establish appropriate learning goals, accommodations, instructional strategies, and measures of progress.
• Ensure plans reflect current assessment information, identified student needs, and measurable goals, where appropriate.
• Support teachers in understanding and consistently implementing individualized goals, accommodations, and recommended instructional strategies.
• Monitor student progress and coordinate adjustments to plans based on assessment data, classroom evidence, and specialist recommendations. 
• Maintain accurate and confidential records of student plans, meeting outcomes, progress, and follow-up actions.
• Serve as a primary point of contact for families and colleagues regarding assigned students' individualized plans, ensuring coordinated communication and support.

5. Professional Collaboration and Continuous Improvement 

• Build collaborative relationships with classroom teachers, specialists, academic coordinators, school leadership, and families to support student learning.
• Share evidence-based instructional strategies and intervention practices that strengthen continuity between intervention sessions and classroom learning.
• Collaborate with academic support teachers and other specialists to coordinate services and minimize duplication of support.
• Engage in professional learning related to structured literacy, evidence-based mathematics instruction, intensive intervention, assessment, and MTSS. 
• Use student learning evidence and professional reflection to evaluate and improve the effectiveness of interventions.
• Contribute to a school culture of inclusion, high expectations, and shared responsibility for student success.

PREFERRED POSITION-SPECIFIC QUALIFICATIONS: 

• Advanced degree or specialized training in reading intervention, mathematics intervention, special education, or a related field. 
• Experience delivering intensive Tier 3 interventions within an MTSS or Response to Intervention (RTI) framework.
• Specialized training in structured literacy and evidence-based early mathematics intervention. 
• Experience using universal screening and progress-monitoring tools such as DIBELS and early mathematics measures.
• Experience developing, implementing, and case managing Individualized Learning Plans and Accommodation Plans. 
• Experience collaborating with multilingual learning specialists, school psychologists, speech-language pathologists, and other student support professionals. 
• Experience working in an international or multilingual school setting. 

REQUIRED EDUCATION / EXPERIENCE: 

• Bachelor's degree in Elementary Education, Special Education, Learning Support, or a related field.
• Recognized teaching qualification or certification. 
• Demonstrated expertise in evidence-based foundational literacy instruction and intervention, including explicit and systematic instruction in phonological awareness, phonics, decoding, and fluency. 
• Demonstrated expertise in evidence-based foundational mathematics instruction and intervention, including number sense, early numeracy, and mathematical reasoning. 
• Experience designing and delivering targeted academic interventions for elementary students. 
• Experience administering and interpreting assessments and using progress-monitoring data to inform instructional decisions. 
• Understanding of MTSS principles and data-informed approaches to student support. 
• Strong communication, collaboration, organization, and documentation skills.
• Ability to work effectively with multidisciplinary teams and families. 

PROFESSIONAL DISPOSITIONS:  

Contributes to the development of a community of critical and creative thinkers, collaborative communicators, self-directed learners, well-balanced individuals, and globally minded contributors by modeling the behaviors and mindsets reflected in the TAS Schoolwide Learning Outcomes.

• Critical and Creative Thinker: Reflects on practice, analyzes evidence of learning, and explores new ideas to continuously improve instruction and learning.

• Collaborative Communicator: Collaborates with colleagues, students, and families to support shared goals and strengthen our community. 

• Self-Directed Learner: Seeks feedback and engages in professional learning to improve practice. 

• Well-Balanced Individual: Maintains a positive professional presence, demonstrates flexibility, and creates a sense of belonging for self and others. 

• Globally Minded Contributor: Demonstrates respect for the diverse cultures and customs present in our community and advocates for inclusive practices that support belonging. 

SAFEGUARDING COMMITMENT:

Taipei American School is committed to safeguarding all children. All employees are expected to support this commitment and adhere to school safeguarding policies.  

HOW TO APPLY:

Interested applicants must apply through TAS Careers Page and submit an application along with the following: 

• Resume
• Cover letter
• Three professional references to include each referee’s name, relationship, phone number, and email address

Applicants are encouraged to apply as early as possible, as Taipei American School reserves the right to interview before the closing date and close the position once a suitable candidate is found. 

Closing date: Monday, November 30, 2026

Please note that direct applications via email or other channels will not be considered.