Academic Interventionist – Multilingual Learner Inclusion Co-Teacher Under general supervision, facilitates student success by implementing a District-approved academic assistance curriculum while addressing the specific educational needs of students in a safe and optimal learning environment. Works collaboratively with academic intervention support staff and District Academic Intervention specialists to provide a cohesive assistance program designed to facilitate student success. Creates and maintains a positive climate that promotes respect, tolerance, and cooperative problem solving for all students. The Academic Interventionist – Multilingual Learner (MLL) Inclusion Co-Teacher provides targeted instructional support to multilingual learners through collaborative co-teaching and intervention within the general education setting. The primary responsibility of this position is to co-teach alongside Math and English Language Arts (ELA) teachers to ensure multilingual learners have meaningful access to grade-level standards, rigorous instruction, and the academic language necessary for success. The Academic Interventionist works as an instructional partner rather than as a separate teacher of MLL students. The position is designed to strengthen classroom instruction, increase student access and engagement, monitor student progress, and build the capacity of content-area teachers to effectively serve multilingual learners. The successful candidate will: Co-teach rather than simply assist. Maintain the expectation that MLLs participate in grade-level instruction with appropriate scaffolding. Prioritize access without lowering expectations. Use student data to make instructional decisions. Explicitly teach academic language within the context of Math and ELA instruction. Provide students with meaningful opportunities to read, write, speak, listen, reason, and collaborate. Use questioning and checks for thinking to promote deeper cognitive engagement. Support content teachers in creating classrooms where multilingual learners are active participants rather than passive recipients of support. Promote student independence rather than creating dependence on adult assistance. Effectiveness in this position will be demonstrated through: Increased access and participation of multilingual learners in grade-level Math and ELA instruction. Evidence of meaningful, consistent co-planning and co-teaching with content-area teachers. Improved academic and language outcomes for multilingual learners. Effective use of student data to identify needs and adjust instruction. Increased student engagement, independence, and academic confidence. Strong collaboration among the MLL team, content teachers, interventionists, and school leadership. Evidence that instructional supports preserve grade-level rigor while addressing language needs.
Required Qualifications:
Bachelor's degree from an accredited college or university.
Valid South Carolina teaching certification appropriate to the position, preferably with ESOL/MLL certification or endorsement.
Demonstrated knowledge of effective instructional practices for multilingual learners.
Strong understanding of adolescent literacy and/or mathematics instruction.
Ability to analyze student data and use evidence to inform instruction.
Strong interpersonal, communication, collaboration, and organizational skills.
Commitment to culturally responsive and inclusive instructional practices.
Preferred Qualifications:
Master's degree in education or a related field.
South Carolina ESOL certification/endorsement.
Experience working with multilingual learners in middle school.
Experience with collaborative planning and co-teaching.
Experience using ACCESS for ELLs, MAP Growth, SC READY, or similar assessment data to inform instruction.
Experience providing intervention and progress monitoring.
Bilingual or multilingual skills are an asset.
