Education ​/ Teaching, Teacher Assistant​/ Paraprofessional, Special Education Teacher

Position: Other
Academic Success Teacher LTA

Senior High School

Dates:
February 23rd, 2026 through November 21st, 2026

BEA Salary Schedule

Insurance; TRS Retirement;
Discretionary/Sick Days

QUALIFICATIONS:

1. Valid Montana Teaching Certificate

2. Bachelor's degree in Education

3. Successful teaching experience

4. High School Endorsement

JOB GOAL:
To support the district’s instructional program by assessing the academic needs of

the students, planning tiered intervention in reading, writing and/or mathematics, and

implementing individual student improvement plans.

PERFORMANCE RESPONSIBILITIES (may include but not limited to the following):

* Assess and identify the academic strengths and weaknesses of students in need of

academic support instruction by conducting formal and multiple assessment measures,

evaluating multiple assessment and observational data, consulting with teachers and

staff members, and reviewing recommendations made by personnel.

* Analyze student achievement and observational data to create instructional intervention

plans and make instructional decisions to address student needs (i.e. state

assessments, benchmarks, DRA, progress monitoring, running records, formative

assessments, teacher recommendations, report card grades/comments, etc.)

* Work closely with classroom teacher to determine the most effective strategies to

support student learning, design the appropriate instructional interventions for identified

students in need and share student progress over the course of the school year.

* Maintain joint responsibility with classroom teacher to plan daily instructional intervention strategies that support student learning objectives.

* Maintain joint responsibility with classroom teacher to formally and informally assess

student progress toward meeting academic standards.

* Take a leadership role in developing a collaborative teaching environment that supports

open communication resulting in a strong and productive working relationship between

the classroom and academic support teacher.

* Meet regularly as a team to share successes and brainstorm solutions to shared

problems throughout the academic year.

* Monitor program effectiveness by gathering, manipulating and analyzing assessment

results at the school level and providing support to teachers as needed.

* Consistently monitors ongoing performance of students in math/literacy/classroom.

* Monitor and maintain accurate records on student achievement, articulating the progress

and success of each student to parents, teachers, and principal

* Develop and monitor instructional goals and specific instructional objectives for each

student selected for academic support.

* Design a model push-in/pull-out program that aligns closely with regular classroom

instruction in terms of pacing and content.

* Strive to maximize the educational achievement of each student by motivating,

stimulating and encouraging higher order thinking at the appropriate grade level as

reflected in all intervention instruction/lesson plan design.

* Related relevant examples, unexpected situations, or current events to the content.

* Maintain the confidentiality of school and student records.

* Provide clear and timely information to parents/caregivers and colleagues regarding

classroom expectations, student progress, and ways they can assist learning.

* Encourage parents/caregivers to become active partners in their children’s education

and to become involved in school and classroom.

* Provide progress reports on students assigned to the program to both classroom

teachers and parents as required.

* Believe all students can find academic success as demonstrated by grade level

instructional design and the implementation of appropriate academic interventions.

* Strive to maintain and enhance professional learning through professional reading as

well as participation in and leading of workshops, conferences and appropriate staff

development programs in accordance with district guidelines.

* Remain current on best practices and scientifically based research strategies on tiered

intervention strategies, flexible grouping, motivating struggling students, strategies that

work for reading, writing and math, and developing higher order thinking skills.

* Performs other duties as may be assigned by supervisors.