School Behavior Interventionists

SUMMARY Provide high quality individualized and small group instruction to students identified as needing intervention for reading support. Will work with students to develop their reading skills, comprehension, and fluency. This position may be working with elementary, middle, or high school students, depending on district need. In alignment with district direction and a multi-tiered systems approach, this role will support coherent implementation of Tier 1, Tier 2, and Tier 3 literacy practices and interventions to ensure more consistent, high‑quality reading support for students across schools. Must be Phase 1 READ Act trained.
QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Qualified candidates will demonstrate the following prior experience, interest, and skill in working effectively with high school students and 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.
EDUCATION & EXPERIENCE 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.
REQUIRED CERTIFICATES, LICENSES AND REGISTRATIONS 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, or
Dyslexia training

Valid Minnesota Teaching License
Must have completed LETRS training by 6/2026 (or be in the process of completing it) or have completed one of the approved Minnesota Department of Education READ ACT professional development training courses.
REQUIRED KNOWLEDGE District policies and procedures.
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.
REQUIRED SKILLS 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.
PHYSICAL AND MENTAL REQUIREMENTS 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.
WORKING ENVIRONMENT Work is performed in a school classroom and outdoor environments.
COMPENSATION AND SCHEDULE 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.
Union Contracts, Position Handbook/Agreements are located.

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