Elementary Interventionist and Special Education Resource Teacher

Description:

1.0 FTE

Special Education Resource .5 FTE/Elementary Interventionist .5 FTE

Effective Date of Employment:
Beginning of the 2026-27 school year
 
Application Deadlines:
April 15, 2026 - 4:00 p.m.

Application Procedures:
Internal and External Candidates:  Apply on-line at www.district196.org
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

Special Education Resource Teacher Job Summary:
 

1. Teach curriculum of Independent School District 196.
2. Develop and demonstrate culturally responsive practices that lead to equitable outcomes for all students, particularly those groups of students that are over-represented in special education.
3. Demonstrate proactive response to support students with emotional regulation difficulties.
4. Provide instruction in strategies to support students in developing social emotional skills for success.
5. Demonstrate current knowledge of various forms of assistive technology to support students in accessing the appropriate tools for efficiency.
6. Employ high expectations for students using a variety of instructional techniques and instructional media.
7. Collaborate with others to plan, teach and support students with disabilities in the least restrictive environment.
8. Advocate for students with disabilities to ensure high levels of achievement.
9. Promote and develop strong communication and collaboration with staff, parents and other professionals.
10. Carry out responsibilities as defined by the master contract.

Special Education Resource Teacher Qualifications: 

1. Licensed by the Minnesota Department of Education in ABS, ASD, EBD, DD, or LD (Dual special education licensure preferred).
2. Strong general education background.
3. Experience working with and providing service to persons of diverse cultures, races, and socioeconomic backgrounds.
4. Evidence of a growth mindset and ability to accelerate growth in academic and social/emotional skills using a strengths based model.
5. Ability to work efficiently, effectively, and cooperatively with multidisciplinary teams.
6. Strong oral and written communication skills.
7. Ability to relate positively to students, staff, and community.
8. Experience working in a school setting or with children ages birth through 21.
9. Ability to follow directions and procedures and facilitate collaborative teaming around students.
10. Ability to facilitate, write and implement Individual Education Plans (IEPs) and Behavior Support Plans.
11. Ability to collaborate with nursing staff to support and perform the necessary delegated health tasks.
12. Ability to direct the work of paraprofessionals and an understanding of practices for training and supporting paraprofessionals.
13. Knowledge of best practices in the field of special education and implementation strategies for sensory activities, positive behavior support, academic instruction, development of routines, etc.
14. Understanding and ability to conduct a comprehensive evaluation.
15. Thorough understanding of the laws, rules and regulations of special education.
16. Ability to lift up to 50 pounds of weight.
17. Valid driver's license or ability to provide travel for self between locations.
18. Demonstrated experience and proficiency working with a culturally, ethnically, racially and socioeconomically diverse school community is preferred.

Responsible to:
Building Principal and Special Education Coordinator
 

Compensation / Benefits: 
According to contractual agreement. 

If benefit eligible, benefits are available to new employees effective the first day of active employment.  Benefits include medical insurance, dental insurance, life insurance, long term disability insurance, sick-leave, state pension plan, tax-deferred retirement savings account, and flexible spending account.  Some employee groups also receive vacation, holidays or personal leave.  Benefit information is available at Employee Benefits - Rosemount-Apple Valley-Eagan ISD 196

Our team of dedicated educators is committed to the mission of Educating, developing, and inspiring our students for lifelong success. Our core values are student-centered, based in empathy and integrity to support the wellbeing of the whole person, and learning with high expectations for all. Our culture of collaboration fosters an environment of inclusivity, engagement and belonging for all students, and inspires a love of learning for all ages. Our vision is to provide the experiences that our students, families and employees desire by developing the whole student and honoring diverse needs and cultures; engaging students with opportunities in academics, arts and athletics (Triple A philosophy), and living our mission to prepare students for lifelong success.
 
District 196 is a Minnesota public school district of choice, serving more than 29,000 students and 160,000 residents in the cities of Rosemount, Apple Valley, Eagan, Burnsville, Coates, Empire, Inver Grove Heights and Lakeville, and Vermillion Township. District 196 is the third largest school district in Minnesota and among the largest employers in Dakota County, with more than 4,000 full- and part-time employees. District 196 has been named to Forbes' list of America's Best-in-State Employers multiple times based on a survey asking employees to rate their employers and how likely they would be to recommend them to others.
 
District 196 has 20 elementary schools (grades K-5); six middle schools (grades 6-8); four high schools (grades 9-12); an optional School of Environmental Studies for juniors and seniors; an Area Learning Center high school program; a K-12 special education school, and a special education program serving young adults ages 18-22. The district also operates three learning centers that provide early childhood and Adult Basic Education services, and offers extensive community education programs and classes for learners of all ages.
 
Equal Opportunity Employer
As required by Title IX and other state and federal nondiscrimination laws, District 196 does not  discriminate in employment or in any of its education programs and activities, including vocational  opportunities, on the basis of sex, race, religion, color, creed, national origin, marital status, familial  status,* disability, status with regard to public assistance, sexual orientation, gender identity,  membership or activity in a local human rights commission,* age or genetic information.* District 196  provides equal access to designated youth groups.
 
The Director of Human Resources, Joel Milteer (651-423-7859 – joel.milteer@district196.org) is the designated Title IX Coordinator and has also been designated to respond to employment-related  inquiries regarding the district's non-discrimination policies. The Director of Elementary Education,  Jeremy Sorenson (651-423-7782 – jeremy.sorenson@district196.org) and the Director of Secondary  Education, Eric Hansen (651-423-7712 – eric.hansen@district196.org) have been designated to respond  to student-related inquiries regarding the district's non-discrimination policies. The Director of Special  Education, Janet Fimmen (651-423-7629 – janet.fimmen@district196.org) has been designated to  respond to inquiries concerning the rights of a student with a disability. The mailing address for all  directors is 3455 153rd Street W, Rosemount, MN 55068. Title IX inquiries may also be referred to the  Assistant Secretary of the US Office for Civil Rights (OCR).
 
*Asterisked categories are limited to employment-related discrimination and harassment.