Elementary Intervention​/Support Teacher

Elementary Intervention/ Support Teacher

Hazelwood School District District Wide - Florissant, Missouri Open in Google Maps

Job : 5556430

Final date to receive applications: Posted until filled

Posted: Feb 26, 2026 6:00 AM (UTC)

Starting Date: Immediately

Position Title
:
Intervention/Support Elementary Teacher

Reports to
:
Building Administrator

JOB SUMMARY/

PURPOSE:

To facilitate student achievement and student self-management by helping students learn subject matter, behavioral strategies, self-management strategies and skills that will contribute to their development as mature, able, and responsible men and women.

DUTIES/RESPONSIBILITIES:

Facilitate student achievement.

• Meets and instructs assigned classes in the locations and at the times designated.
• Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
• Prepares for classes assigned and shows written evidence (lesson plan) of preparation upon request of administrator.
• Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, and projects to communicate these objectives to students.
• Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved.
• Sets standards of classroom behavior and socio-emotional learning

Monitors student achievement.

• Assesses the accomplishments of students on a regular basis and provides progress reports as required.
• Diagnoses the learning disabilities of students on a regular basis, with the assistance of district specialists.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.
• Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.

Facilitate student self-management

• Meets and instructs assigned student strategies to manage their own behavior.
• Plans a program of behavioral and intervention strategies for each individual student assigned
• Creates a classroom management plan that creates a supportive and caring environment
• Prepares student management systems.
• Guides the students in interventions and behavioral strategies toward the achievement of behavioral goals and, in harmony with the goals, establishes ways to communicate the success of each students to families and other teachers
• Employs a variety of behavioral techniques, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved.
• Sets standards of classroom behavior and socio-emotional learning

Perform other duties as assigned or required.

• Strives to implement by instruction and action the district’s philosophy of education and instructional goals and objectives.
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Assists the administration in implementing all policies and rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure and maintains order in the classroom in a fair and just manner.
• Plans and supervises purposeful assignments for teacher/building aides and volunteers and, cooperatively with the administrator, evaluate their job performance by providing meaningful input.
• Maintains and continuously improves professional competence through regular attendance at PDC activities and other professional development opportunities supported by the district.
• Attends staff meetings and serves on staff committees as required.
• Provides a therapeutic component to instruction.
• Integrates socio-emotional learning skills and self-management.
• Transitions students into the classroom as assigned across multiple grade-levels.
• Transitions students out of the…