Primary Student Support Teacher

Cairo, Egypt

JOB TITLE:       Primary Literacy Interventionist

                                          DEPT: Primary

MISSION (long term) 

Literacy is fundamental to our personal and social development, as well as our ability to function in society. The Primary Literacy Interventionist will play a leading role in identifying children at the earliest signs of being at risk for literacy difficulties to prevent further delay. The Primary Literacy Interventionist will provide targeted literacy interventions which will fill gaps. This will enable students to become independent readers/writers, and lifelong learners. Students will be challenged to the maximum extent of their own potential. 

OUTCOMES (medium-term)

  1. Start meeting with students who had action plans during the previous academic year.
  2. Look through grade level data. Identify patterns and specific needs.
  3. Observe students in classrooms
  4. Meet parents
  5. Create action plans.
  6. Update or create SOC forms
  7. Progress monitor students.
  8. Maintain and review action plans. Make adjustments as needed.
  9. Participates in child study meetings.
  10. Evaluate intervention for the year and develop recommendations for the following year.


Reports to: Primary principal

Liaises with: primary leadership team, coordinators, classroom teachers,


Job Expectations: 

  • Coordinate and share assessment data. Use data to identify students in need of intensive intervention.
  • Collaborate with classroom teachers to identify measurable goals for students identified for intervention. 
  • Collaborate with classroom teachers, admin, and parents to develop and maintain an action plan for students identified for intervention.
  • Select appropriate instructional strategies and materials for intervention groups, while keeping in mind the zone of proximal development of each child and any accommodations or modifications that will enable the students to reach their personal goals. 
  • Provide core, foundational phonics and phonemic awareness activities in pull-out, individual and small group sessions.
  • Evaluate the effectiveness of interventions, and revisit action plans, using progress monitoring data. 
  • Serve as a resource for parents and teachers. 

Weekly time allocation should include

  • A combination of pull-out and push-in groups, at the discretion of the interventionist.
  • Attending at least one team meeting and one PD per week.
  • Attending the SST team meeting.
  • Developing and maintaining SOC forms and student action plans.
  • Collaborating with teachers regarding shared students (including formally through child study meetings).


  • Push in time is effective when the interventionist and classroom teacher have planned together. 
  • Mini-lessons should not exceed 10-15 min. 
  • In the spirit of collegiality, interventionists can help classroom teachers in any literacy way possible, but it is not the job of the interventionist to perform clerical tasks, manage student behavior, etc. 
  • During push in time, both the classroom teacher and the interventionist are engaged in high quality instruction for the full amount of the teaching time. 

Please understand that the nature of this position is supportive, not evaluative