Charlton Heston Academy (CHA) is on the cutting edge of public education in delivering a year-round and extended school day model
to students in grades pre-k through 12. As CHA rounds out its sixth year of operation, the Academy has continued to increase its
course offerings, co-curricular and extracurricular activities. Please visit the Academy website at www.charltonhestonacademy.com
for more information about CHA. While Charlton Heston Academy continues to accept resumes and letters of interest for all
positions, the Academy has immediate vacancies for the following positions for the 2018-19 school year:



Behavior Interventionist

REPORTS TO: School Leader



Responsible for oversight and follow through in the administration of the total student disciplinary program.


  • Provides leadership and support; advises and counsels teachers and students who experience disciplinary issues in accordance with the Academy’s student code of conduct and established disciplinary program and guidelines.
  • Appropriately handles all student referrals in accordance with established policies and within established timeframes.
  • Contacts parents regarding any discipline referrals which include, but are not limited to, removal from class, detention or suspension.
  • Tracks all disciplinary referrals from teachers and staff in the database system.
  • Directs and coordinates the scheduling of all student activities within the Academy calendar.
  • Coordinates and implements student assemblies, awards banquets, field trips and other student focused events and/or activities.
  • Works closely with the School Leader and other Academy administrators to establish and maintain a strong culture of academic excellence and disciplined behavior among students.
  • Assists the School Leader in overseeing student advisory implementation, home visits and monitors, tracks and reports on progress of advisory activities.
  • Other duties as assigned.


The employee shall remain free of any alcohol or non-prescribed controlled substance abuse in the workplace throughout his/her employment at the Academy.


To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.


  • Bachelor degree required.
  • To the extent this position is deemed to be an administrator of instructional programs (including the supervisor of certified teachers) and/or a chief business official, this position is required to meet one of the following: (1) if the individual held a school administrator position before January 4, 2010, then evidence of maintaining continuing education is required; or (2) if the individual was hired as school administrator after January 4, 2010, then either: (a) an Administrator Certificate is required; OR (b) enrollment in an MDE-approved Principal Preparation Program within 6 months of employment (and completion within 3 years) is required. [Public Act 205 section 380.1246].
  • Criminal background check.


Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures or governmental regulations. Ability to write reports, business correspondence and procedure manuals. Ability to effectively present information and respond to questions from groups of administrators, Academy Board, staff and the general public.


Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages and volume. Ability to apply concepts of basic algebra and geometry.


Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.


Ability to apply knowledge of current research and theory with specific job duties and area of service. Proficient in the use of PC/Windows-based applications and software including word processing and spreadsheet applications. Ability to establish and maintain effective working relationships with parents, students, staff, Academy Board, vendors and the community. Ability to communicate clearly and concisely both in oral and written form. Ability to perform duties, maintaining current knowledge of all Academy requirements and applicable regulatory standards.


The physical demands described here 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.

While performing the duties of this job, the employee is regularly required to stand, walk, sit, talk or hear. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch or crawl. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision and the ability to adjust focus.


The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day.


GENERAL RESPONSIBILITIES The responsibilities of the position fall into two categories. As a teacher, the
reading specialist is responsible for providing direct instruction to students, individually or in small groups, to
enable students to develop literacy skills. As a literacy leader, the position is responsible for implementing a
comprehensive literacy program at the assigned school through coaching, supporting, and guiding teachers in
best practices for literacy instruction.
 Provide direct instruction in the areas of reading and writing for identified groups and individual students,
with an emphasis on emergent, beginning, and transitional readers.
 Design interventions and write lesson plans detailing methods and materials.
 Work collaboratively with teachers to assess reading abilities, identifying deficiencies, and create intervention plans for
students selected for additional reading instruction.
LITERACY LEADER- shall be devoted to coaching to include, but not limited to, co-teaching, collaboration,
facilitation of instructional strategies, modeling, observing, and providing feedback. Specifically:
 Identify literature for use in all content areas in support of the curriculum.
 Provide curriculum support and training for all teachers and continuous staff development that supports school
 Model and coach instructional methods in a variety of settings (whole group and small group) and provide
follow-up support.
 Collaborate with and coach teachers on the use of assessment data to plan instruction; analyze school literacy
data and plan for future literacy needs
 Provide ongoing training and follow-up in the use of assessment tools.
 Select instructional materials to meet student needs.
 Participate in collaborative instructional planning.

 Assess students using a variety of measures to determine appropriate placement and specific instructional
 Conduct classroom visitations and provides feedback to teachers and administrators on the school’s literacy
 Maintain an organized system and accessible location for the storage and circulation of reading and writing
 Maintain a comprehensive inventory of instructional materials and resources.
 Assist with the planning and delivery of parent workshops and informational sessions involving the language
arts program.
 Participate in parent conferences and provide instructional suggestions.
 Remain grounded in content standards and objectives in order to facilitate integrated and concept based
 Perform other duties as assigned.
KNOWLEDGE, SKILLS AND ABILITIES Knowledge of CHA curriculum and techniques for integrating
curriculum, CHA policies and effective instructional practices; knowledge of the needs of students requiring
remedial reading instruction; thorough understanding of the teaching and learning process; ability to provide
instruction that reflects multiple perspectives and multicultural education; ability to infuse technology into
curriculum; ability to guide and train teachers in effective techniques and strategies; ability to work effectively
with administrators, colleagues, central office, school based staff, students, parents and community; ability to
use diagnostic data to tailor instruction to meet the needs of the student(s); excellent organizational,
communication, and human relations skills. This position requires certification as a Reading Specialist (BR)
and at least 5 years of teaching experience.

Please contact David Patterson at 313-622-9173 or email your resume to dpatterson@charltonhestonacademy.com if you are interested in any positions