Elementary Interventionist - Skills (.FTE

Position: Elementary Interventionist - Basic Skills (.5 FTE)
Elementary Interventionist
- Basic Skills (.5 FTE)

• Position Type:
  Elementary School Teaching/ Elementary Interventionist
• Date Posted: 11/11/2026
• Location:
  
  Rosemount Elementary School
• Closing Date: 11/18/2026

Description

.5 FTE

Effective Date of Employment

November 29, 2026

Final date to receive applicationss

November 18, 2026 – 4:00 p.m.

Job Summary

The Elementary Interventionist has a pivotal role in supporting elementary school students who require targeted assistance and ensuring that all students receive personalized and effective interventions.

Qualifications

• Current Minnesota teaching license (elementary, special education, reading, or English Language Development)
• Minimum of three years teaching experience
• Training or certification in structured literacy (preferred)
• Experience in structured literacy instruction and intervention (preferred)
• Knowledge of evidence-based literacy practices
• Knowledge and experience implementing Tier 1, Tier 2, and Tier 3 behavioral supports (e.g., PBIS, MTSS, trauma-informed practices) to promote student regulation and academic success
• Ability to analyze academic and behavioral data and adjust instruction and supports accordingly
• Strong knowledge of Minnesota English-Language Arts Standards
• Excellent problem-solving skills
• Strong interpersonal, organizational, and communication skills
• Strong collaboration skills with staff, families, and support teams
• Commitment to fostering a positive, inclusive, and well-regulated learning environment
• Commitment to equity and culturally responsive teaching

Responsibilities Assessment, Data Collection and Analysis:

• Utilize data to identify students with literacy challenges and/or potential behavioral or regulatory needs impacting learning
• Analyze academic and behavioral data to develop personalized intervention and support plans in collaboration with student support teams and classroom teachers
• Maintain detailed records of student progress, intervention strategies, and behavioral supports
• Use data to evaluate the effectiveness of literacy interventions and behavioral supports across tiers
• Collaborate with colleagues to analyze school-level academic and behavioral data, identify trends, and determine areas for improvement and intervention needs

Structured Literacy Instruction / Intervention:

• Implement evidence-based structured literacy interventions tailored to the needs of individual students
• Provide explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension
• Conduct small-group intervention sessions to address specific literacy needs
• Integrate strategies that support student engagement, self-regulation, and positive behavior during instruction
• Problem-solve with colleagues and district intervention specialists to make responsive instructional and behavioral decisions to meet student needs
• Collaborate with teachers to align intervention strategies with classroom instruction and Tier 1 supports
• Communicate regularly with teachers, administrators, and families to share academic progress and effective academic and behavioral support strategies
• Serve as a member of the school's BAT team and SAT teams
• Partner with families and caregivers to extend literacy and behavioral support beyond the school setting

Behavioral Support

• Support implementation of Tier 1 universal practices that promote positive behavior, engagement, and classroom regulation
• Provide Tier 2 targeted supports for students needing additional behavioral or self-regulation strategies
• Assist in designing and implementing Tier 3 individualized behavior intervention plans in collaboration with specialists and support teams
• Model and coach staff on effective classroom management, behavior support strategies, and co-regulation practices
• Promote trauma-informed, culturally responsive, and relationship-centered practices to support student well-being and learning readiness

Professional Development:

• Stay current with research and best practices in structured literacy instruction and behavior support frameworks (e.g., MTSS, PBIS)
• Participate in professional development opportunities to enhance skills in literacy instruction, intervention, and student behavior support
• Share knowledge and support staff development in both literacy and behavior best practices

Responsible To

Building Principal

Compensation / Benefits

According to contractual agreement.

• Benefits include medical insurance, dental insurance, life insurance, long term disability insurance, sick-leave, state pension plan, tax-deferred retirement…