Literacy Interventionist

Job Title

Provide high quality individualized and small group instruction to students identified as needing intervention for reading support.

At Hopkins Public Schools, we believe that our strength lies in the diversity of our students, staff, and community. We are a proudly inclusive E-12 district serving approximately 7,200 students across the City of Hopkins and surrounding communities. Our district represents a rich mosaic of cultures, backgrounds, identities, and lived experiences; we value and celebrate that diversity in everything we do. As an academically rigorous and human-centered district, we are committed to fostering a welcoming environment where every student and staff member feels seen, heard, and valued. There is no "typical" Hopkins student, and we embrace this truth as a catalyst for innovation, growth, and equity in learning. We seek educators and staff who are equity-minded, culturally responsive, and deeply committed to creating inclusive spaces where all learners can thrive. We welcome candidates who are passionate about dismantling systemic barriers, advancing justice, and preparing students to become bold, collaborative, and compassionate global citizens. When you join Hopkins Public Schools, you are not just joining a district, you are becoming part of a community that honors difference, nurtures potential, and inspires remarkable achievement in every learner, from birth through graduation. You are welcome at Hopkins. You belong at Hopkins.

These positions are paid for using state ADSIS funds. There is a 1.0 position at Hopkins High School and a.5 position at Glen Lake Elementary.

Qualifications

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. Qualified candidates will demonstrate the following prior experience, interest, and skill in working effectively with high school students desire and ability to work cooperatively with other department members: a positive attitude and strong human relations skills excellent classroom management skills: ability to adapt instruction to various learning levels and styles openness and availability to students teaching effectiveness.

Commitment to working effectively with students and families from diverse cultural, ability, and economic backgrounds; demonstrated preparation, skill, and commitment to providing for the individual learning needs of all students; ability to create positive, inclusive learning environments for all students; skill in using positive, constructive disciplinary approaches; ability to organize and plan for student learning; familiarity with current teaching/learning theories; skill in establishing and maintaining positive relationships; diversity of interests and experience.

Bachelor's degree in education, or a closely related field. High level of literacy expertise: Reading License and/or Advanced coursework in literacy and/or Evidence of high levels of literacy leadership, expertise, and/or Dyslexia training Valid Minnesota Teaching License Must have completed LETRS training by 6/2026 (or be in the process of completing) or have completed one of the approved Minnesota Department of Education READ ACT professional development training courses.

Strong understanding of progress monitoring and data-based decision-making. Experience administering universal screening subtests and progress monitoring measures. Experience with UFLI or other similar foundational skills resources. Knowledge of a variety of intervention tools aligned to Scarborough's Reading Rope. State and Federal laws and regulatory issues governing public education, including rules and regulations of the Minnesota Department of Education. Legal, ethical and professional rules of conduct for public education teachers. Computer applications related to the work. Correct business English, including spelling, grammar and punctuation.

Developing and maintaining a public education learning environment in which positive, appropriate behavior is encouraged, and discipline problems are minimized. Assessing and prioritizing multiple tasks, projects and demands. Operating a personal computer using standard and specialized software. Communicating effectively verbally and in writing. Contributing effectively to the accomplishment of team or work unit goals, objectives and activities. Commitment to the District mission, which is to ensure high quality, innovative, challenging education where all learners are valued and respected. Performing assigned responsibilities in a manner consistent with the District's established Core Values. Advancing the District's mission and values through careful attention to the key issues of Learning, Environment, and Resources.

The physical demands described herein are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in a school environment, using standard equipment and stamina to sit for extended periods of time; strength to lift and carry up to 20 pounds; vision to read printed materials and computer screens; and hearing and speech to communicate in person or over the telephone. Work is performed in a school classroom and outdoor environments.

1.0 FTE - 185 Days HEA Union Contract Range: BA, Step 0: $51,000.00 MA, Step 0: $60,228.00 Position specific Benefits information is available HERE Union Contracts, Position Handbook/Agreements are located HERE