ELA Interventionist (School Year 2026-2027) at The SEED Public Charter School of Washington DC – Washington, District of Columbia

About The SEED School of Washington, D.C.

The SEED Foundation (www.seedfoundation.com) was created in 1997 to establish college-preparatory urban boarding schools that prepare children both academically and socially, for success in college and beyond. In 1998, the Foundation opened The SEED Public Charter School of Washington, D.C. – the nation’s first urban public college preparatory boarding school. The school currently serves 325 students in grades 9-12. In 2015, 100% of SEED’s seniors were accepted to a four year college or university.

All SEED students live on campus from Sunday evening through Friday afternoon when they return home for the weekend. The dormitories are organized into small “houses” of 10-12 students per life skills counselor for afternoon and evening routines such as study hall, house meetings, and social activities. We provide a safe and caring 24 hour boarding experience. Our relationship with parents and guardians is essential to the success of their child while at SEED.

About The SEED Network

SEED is the pioneering national network of public, college-preparatory boarding schools, offering a unique 24-hour, 5-day per week learning environment. Our tuition-free schools, the first of their kind in the U.S., are intentionally designed to serve traditionally underserved students. Supported by The SEED Foundation, we operate in Washington, D.C., Baltimore, Miami, and Los Angeles. The Foundation's College Transition & Success (CTS) team provides comprehensive support to SEED graduates from junior year through college graduation. SEED's success has gained recognition from media outlets like 60 Minutes and The New York Times, and former President Obama has lauded it as "a true success story." Learn more at www.seedfoundation.com.

Position Overview

The ELA Interventionist is a vital member of the SEED DC's integrated team, providing targeted, standards-aligned reading and writing interventions to high school students who need academic supports. This role delivers small-group intervention classes, 1:1 instruction, and after-school academic intervention, while intentionally bridging classroom instruction with the residential program to ensure continuity of learning, behavior supports, and residential staff collaboration. The Interventionist collaborates with teachers, counselors, residential staff, and administrators to design, implement, monitor, and adjust interventions that improve literacy, academic outcomes, and college readiness.

Essential Duties and Responsibilities

Instruction & Intervention

• Deliver evidence-based ELA interventions to students in small-group blocks (scheduled as classes) and 1:1 sessions based on needs assessments.
• Plan and implement differentiated lessons targeting reading comprehension, vocabulary, writing, grammar, and study skills aligned to state standards and IEP/504 goals.
• Provide after-school academic intervention sessions (homework support, reteach, test prep) on a regular schedule; maintain accurate attendance and participation records.
• Use formative and summative assessment data (benchmark screenings, progress monitoring tools, classroom grades) to design interventions and measure student growth.
• Create and maintain individualized intervention plans, set measurable goals, and document progress; adjust interventions based on data.
• Lead PSAT/SAT organization and targeted test-prep (practice tests, data-driven small-group and 1:1 sessions, evening clinics), and coordinate with counselors on college-readiness and accommodations.

Collaboration & Communication

• Coordinate with general education and special education ELA teachers to align interventions with classroom curricula and unit pacing.
• Partner with residential program staff to reinforce academic routines and supports during evenings and weekends; train residential staff on basic literacy strategies and homework supports.
• Attend and contribute to multidisciplinary team meetings, case conferences, IEP/504 meetings, and student-support planning sessions.
• Communicate regularly with families/guardians about student progress, intervention strategies, and recommended at-home supports.

Behavioral & Residential Integration

• Bridge academic expectations and residential life by embedding instructional strategies into residential routines (e.g., evening study halls, literacy activities).
• Support behavior management strategies that promote engagement in academic work; collaborate with residential staff around reinforcement systems and transition procedures.
• Provide direct evening supports (see Evening Supports section) that integrate academic intervention with residential schedules.

Documentation & Compliance

• Maintain accurate records of interventions, lesson plans, progress monitoring, attendance, and communications in accordance with school and district policy.
• Ensure interventions meet federal, state, and local requirements and conform to IEP/504 accommodations when applicable.
• Prepare reports and contribute to data reviews, program evaluations, and grant or compliance documentation as requested.

Evening Supports (Specific Responsibilities)

• Provide scheduled evening academic intervention hours (e.g., 3–5 evenings per week; specific schedule determined by program needs) including:
  • Evening study halls and structured homework assistance.
  • Short 1:1 or small-group tutoring sessions focused on immediate academic needs or crisis academic recovery.
  • Coordination of nightly reading/writing tasks with residential staff to ensure consistency and follow-through.
• Be available for periodic evening check-ins with residential staff/families on student academic progress and plan adjustments.
• Lead or advise on evening literacy enrichment activities (book clubs, writing workshops) to promote engagement and skills practice.

Additional Responsibilities

• Participate in ongoing professional development related to literacy instruction, intervention strategies, trauma-informed practice, and residential-academic integration.
• Model and contribute to a culture of high expectations, restorative practices, and student-centered supports.
• Mentor paraeducators, tutors, and residential staff who support academic work as needed.
• Adhere to the professional and ethical standards as outlined in the SEED PCS Staff Handbook.
• Performs other duties as assigned by school leadership.

Qualifications and Essential Competencies

• Bachelor’s degree in English, Secondary Education (ELA), Literacy Education, or related field. Master’s preferred.
• Minimum of 2 years teaching experience in secondary ELA; experience delivering interventions or RTI/MTSS preferred.
• Ability to use student data to inform support strategies and monitor progress.
• Outstanding communication, interpersonal, and facilitation skills, with the ability to build rapport, trust, and influence with teachers and leaders from various disciplines.
• A love for working with young people and a commitment to a diverse and inclusive community.
• Excellent technology skills and experience integrating technology into the curriculum.
• Commitment to The SEED Foundation’s mission and beliefs.