Intervention Specialist
Mansfield City School District, Mansfield, OH, United States
Intervention Specialist Position
There is an Intervention Specialist position available at Malabar Intermediate School for the 2026-2027 school year.
Job Goal To provide leadership for learning at the classroom level.
Reports to Building Principal/Designee
Essential Skills
Communications Skills: Traditional reading, speaking, and writing skills and social media communication skills and proper protocols of online engagement are essential. This includes the ability to create a short YouTube video to demonstrate a process, to make a sales pitch, to reach out through the internet to a wide community, to receive and incorporate feedback, to share information appropriately, and to identify trends and ideas from elsewhere.
The Ability to Learn Independently: Taking responsibility for working out what one needs to know and where to find that knowledge. This ongoing process includes learning new equipment, new methods, or learning who must be consulted.
Ethics and Responsibility: Building trust in an environment with many players and a greater reliance on others to achieve goals.
Teamwork and Flexibility: Collaboration and sharing of knowledge with colleagues, students, and partners, both virtually and at a distance, to pool collective knowledge and problem‑solve beyond a narrow job definition.
Thinking Skills: Critical thinking, problem‑solving, creativity, originality, and strategy. Ability to identify needs and find appropriate solutions for students, parents, and the public.
Digital Skills: Embedded use of technology integrated with the subject area, with analysis, evaluation, and interpretation of data.
Knowledge Management: Finding, evaluating, analyzing, applying, and disseminating information given rapidly changing research, resources, and avenues of information.
Performance Responsibilities
Positive Relationships: Developing a strong relationship with each student to build trust and raise rigor.
High Expectations: Belief in all students’ ability to learn and seeing potential rather than problems.
Care and Concern: Deep understanding of students, genuine affection, motivation to reach high levels.
Standards‑Based Teaching: Using state standards as the foundation for instruction and knowledge of deconstructing & measuring them.
Facilitator of Learning: Designing and implementing effective lessons that engage all learning levels.
Master of the Subject Matter: Expert knowledge and continual learning in the teaching area.
Persistence: Continuing over the long, rigorous journey.
Technology: Planning and providing learning experiences with research‑based strategies, best practices, and technology integration.
Reflective: Engaging in a cycle of reflective practice alone and with others to assess successes and challenges.
Qualifications Profile Valid Ohio Teaching Certificate/License in the appropriate subject area or grade level(s). Substitute certification not accepted.
Demonstrates flexibility.
Demonstrates talent in successful teaching as reflected in student performance and standardized assessments.
Demonstrates a problem‑solving attitude.
Believes and models that all students can learn.
Demonstrates excellent attendance and recognizes its connection to teaching relevance, rigor, and the learning cycle.
Essential Functions
Implement Individual Education Plan objectives through classroom activities, including small, medium, and large group lessons.
Develop and implement behavior management plans as needed.
Develop schedules and lesson plans that accommodate various activities and special events aligned with student IEP goals.
Communicate progress to parents and other school personnel following state and program policies.
Conduct preliminary and ongoing evaluations of student needs through formal and informal means.
Elicit input from parents, caseworkers, and others in program development.
Design appropriate goals and objectives for student IEPs based on evaluations and stakeholder input.
Adjust IEPs based on progress documentation or identified problems.
Work cooperatively to develop programming and evaluation through a disciplinary team approach.
Conduct IEP parent conferences as necessary to meet program objectives for students with disabilities.
Provide direction and training to assistant instructors and/or volunteers.
Meet and instruct assigned classes as designated by location and time.
Plan a study program that meets individual student needs, interests, and abilities.
Create an environment conducive to learning appropriate for students’ maturity and interests.
Prepare for assigned classes, demonstrating written evidence of preparation when requested by a supervisor.
Design and implement meaningful, dynamic lessons daily.
Use quality assessment data, both formative and summative, to guide instruction.
Guide learning toward curriculum goals, establishing and communicating clear learning targets.
Employ a variety of instructional techniques and technology consistent with student needs and capabilities.
Implement the district’s philosophy and instructional goals in all actions.
Assess student accomplishments regularly and provide detailed feedback and progress reports as needed.
Help identify student learning difficulties, seeking district specialist assistance when necessary.
Take all necessary precautions to protect students, equipment, materials, and facilities.
Maintain accurate, complete, and correct records per law and district policy.
Assist administration in implementing all policies governing student life, conduct, and classroom behavior.
Be available to students and parents for education‑related purposes outside instructional time when required under reasonable terms.
Plan and supervise purposeful assignments for teacher aides and volunteers.
Maintain and improve professional competence.
Attend staff meetings and serve on required staff committees.
Apply current research and theory based on school objectives.
Establish effective relationships with students, peers, parents, and administrative staff.
Communicate clearly and concisely both in writing and orally.
Perform duties while aware of district requirements and Board policies.
Utilize excellent organizational and time‑management skills.
Utilize excellent written communication skills with students and all individuals in the school community.
Demonstrate experience and proficiency in technology use.
Display excellent verbal (and listening) and non‑verbal communication skills.
Work independently and productively.
Support the district’s vision and mission in all efforts.
Other duties as directed by the Principal, Superintendent, or designee.
Physical Requirements
Ability to drive an automobile.
Ability to travel freely throughout the building.
Ability to lift, carry, or move equipment or supplies up to thirty pounds.
Ability to manage balancing, bending, climbing, crouching, kneeling, reaching, or standing.
Ability to communicate effectively using language and writing skills.
Ability to participate in and facilitate the exchange of ideas leading to group consensus.
Ability to react productively to frequent interruptions and changing conditions.
Ability to accurately discern detail in written, statistical, and tabular materials.
Ability to analyze data and present alternative actions and solutions.
Ability to set priorities, organize, and complete duties efficiently without supervision.
Ability to maintain a tactful disposition when dealing with administrators, staff, students, parents, and the public.
Responsibility for the safety or well‑being of other people.
The information contained in this description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.
Conduct Each staff member shall remain free of any alcohol or non‑prescribed controlled substance and any abuse of prescribed controlled substances in the workplace throughout their employment in the district.
Each staff member shall serve as a role model for students in conduct, citizenship, and ethical principles.
Terms of Employment Per the Mansfield City Schools Board of Education/Mansfield School Employees Association Negotiated Agreement.
Equal Employment Opportunity The Mansfield City School District is an Equal Opportunity Employer and does not discriminate on the basis of race, color, sex, gender identity, sexual orientation, age, religion, national origin, ancestry, disability, veteran status, marital status, or any other status protected by law.
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Job Goal To provide leadership for learning at the classroom level.
Reports to Building Principal/Designee
Essential Skills
Communications Skills: Traditional reading, speaking, and writing skills and social media communication skills and proper protocols of online engagement are essential. This includes the ability to create a short YouTube video to demonstrate a process, to make a sales pitch, to reach out through the internet to a wide community, to receive and incorporate feedback, to share information appropriately, and to identify trends and ideas from elsewhere.
The Ability to Learn Independently: Taking responsibility for working out what one needs to know and where to find that knowledge. This ongoing process includes learning new equipment, new methods, or learning who must be consulted.
Ethics and Responsibility: Building trust in an environment with many players and a greater reliance on others to achieve goals.
Teamwork and Flexibility: Collaboration and sharing of knowledge with colleagues, students, and partners, both virtually and at a distance, to pool collective knowledge and problem‑solve beyond a narrow job definition.
Thinking Skills: Critical thinking, problem‑solving, creativity, originality, and strategy. Ability to identify needs and find appropriate solutions for students, parents, and the public.
Digital Skills: Embedded use of technology integrated with the subject area, with analysis, evaluation, and interpretation of data.
Knowledge Management: Finding, evaluating, analyzing, applying, and disseminating information given rapidly changing research, resources, and avenues of information.
Performance Responsibilities
Positive Relationships: Developing a strong relationship with each student to build trust and raise rigor.
High Expectations: Belief in all students’ ability to learn and seeing potential rather than problems.
Care and Concern: Deep understanding of students, genuine affection, motivation to reach high levels.
Standards‑Based Teaching: Using state standards as the foundation for instruction and knowledge of deconstructing & measuring them.
Facilitator of Learning: Designing and implementing effective lessons that engage all learning levels.
Master of the Subject Matter: Expert knowledge and continual learning in the teaching area.
Persistence: Continuing over the long, rigorous journey.
Technology: Planning and providing learning experiences with research‑based strategies, best practices, and technology integration.
Reflective: Engaging in a cycle of reflective practice alone and with others to assess successes and challenges.
Qualifications Profile Valid Ohio Teaching Certificate/License in the appropriate subject area or grade level(s). Substitute certification not accepted.
Demonstrates flexibility.
Demonstrates talent in successful teaching as reflected in student performance and standardized assessments.
Demonstrates a problem‑solving attitude.
Believes and models that all students can learn.
Demonstrates excellent attendance and recognizes its connection to teaching relevance, rigor, and the learning cycle.
Essential Functions
Implement Individual Education Plan objectives through classroom activities, including small, medium, and large group lessons.
Develop and implement behavior management plans as needed.
Develop schedules and lesson plans that accommodate various activities and special events aligned with student IEP goals.
Communicate progress to parents and other school personnel following state and program policies.
Conduct preliminary and ongoing evaluations of student needs through formal and informal means.
Elicit input from parents, caseworkers, and others in program development.
Design appropriate goals and objectives for student IEPs based on evaluations and stakeholder input.
Adjust IEPs based on progress documentation or identified problems.
Work cooperatively to develop programming and evaluation through a disciplinary team approach.
Conduct IEP parent conferences as necessary to meet program objectives for students with disabilities.
Provide direction and training to assistant instructors and/or volunteers.
Meet and instruct assigned classes as designated by location and time.
Plan a study program that meets individual student needs, interests, and abilities.
Create an environment conducive to learning appropriate for students’ maturity and interests.
Prepare for assigned classes, demonstrating written evidence of preparation when requested by a supervisor.
Design and implement meaningful, dynamic lessons daily.
Use quality assessment data, both formative and summative, to guide instruction.
Guide learning toward curriculum goals, establishing and communicating clear learning targets.
Employ a variety of instructional techniques and technology consistent with student needs and capabilities.
Implement the district’s philosophy and instructional goals in all actions.
Assess student accomplishments regularly and provide detailed feedback and progress reports as needed.
Help identify student learning difficulties, seeking district specialist assistance when necessary.
Take all necessary precautions to protect students, equipment, materials, and facilities.
Maintain accurate, complete, and correct records per law and district policy.
Assist administration in implementing all policies governing student life, conduct, and classroom behavior.
Be available to students and parents for education‑related purposes outside instructional time when required under reasonable terms.
Plan and supervise purposeful assignments for teacher aides and volunteers.
Maintain and improve professional competence.
Attend staff meetings and serve on required staff committees.
Apply current research and theory based on school objectives.
Establish effective relationships with students, peers, parents, and administrative staff.
Communicate clearly and concisely both in writing and orally.
Perform duties while aware of district requirements and Board policies.
Utilize excellent organizational and time‑management skills.
Utilize excellent written communication skills with students and all individuals in the school community.
Demonstrate experience and proficiency in technology use.
Display excellent verbal (and listening) and non‑verbal communication skills.
Work independently and productively.
Support the district’s vision and mission in all efforts.
Other duties as directed by the Principal, Superintendent, or designee.
Physical Requirements
Ability to drive an automobile.
Ability to travel freely throughout the building.
Ability to lift, carry, or move equipment or supplies up to thirty pounds.
Ability to manage balancing, bending, climbing, crouching, kneeling, reaching, or standing.
Ability to communicate effectively using language and writing skills.
Ability to participate in and facilitate the exchange of ideas leading to group consensus.
Ability to react productively to frequent interruptions and changing conditions.
Ability to accurately discern detail in written, statistical, and tabular materials.
Ability to analyze data and present alternative actions and solutions.
Ability to set priorities, organize, and complete duties efficiently without supervision.
Ability to maintain a tactful disposition when dealing with administrators, staff, students, parents, and the public.
Responsibility for the safety or well‑being of other people.
The information contained in this description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.
Conduct Each staff member shall remain free of any alcohol or non‑prescribed controlled substance and any abuse of prescribed controlled substances in the workplace throughout their employment in the district.
Each staff member shall serve as a role model for students in conduct, citizenship, and ethical principles.
Terms of Employment Per the Mansfield City Schools Board of Education/Mansfield School Employees Association Negotiated Agreement.
Equal Employment Opportunity The Mansfield City School District is an Equal Opportunity Employer and does not discriminate on the basis of race, color, sex, gender identity, sexual orientation, age, religion, national origin, ancestry, disability, veteran status, marital status, or any other status protected by law.
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