Intervention Teacher (26-27)
Poplarbluffschools, Poplar Bluff, MO, United States
Title:
Intervention Teacher
Reports To:
Building Principal and the Assistant Superintendent of Curriculum/Instruction
Employment Terms:
Employment terms covering compensation, benefits, and working conditions are specified by the Board of Education's policies, procedures, and agreements.
School term
Salary dependent on experience
FLSA:
Exempt
Position Overview:
The intervention teacher is responsible for providing targeted, research‑based academic support to students who are performing below grade level in reading, mathematics, or other core content areas. This position works in collaboration with classroom teachers, special education teachers, and school leaders to identify student needs through assessment data, deliver small‑group or individualized instruction, and monitor progress toward academic goals. The intervention teacher plays a critical role in implementing the school's Multi‑Tiered System of Supports (MTSS) or Response to Intervention (RTI) framework, ensuring that all students have access to equitable learning opportunities. Responsibilities include analyzing data, developing intervention plans, maintaining documentation, and adjusting instruction based on student progress. The intervention teacher also provides instructional coaching support to staff, specifically first and second‑year teachers.
Qualifications:
Bachelor's degree in a teaching assignment area
Valid Missouri Teacher Certificate
Master's degree in literacy and/or math preferred
Minimum of 5 years teaching experience in special education or the grade levels the position serves
Excellent oral and written communication skills
Skills in human relations, leadership, and conflict management
Creativity, flexibility, and a passion for teaching and learning
Knowledgeable in teaching techniques that meet the diverse needs of students
Experience with formative assessments, differentiated instruction techniques, and data analysis
Working knowledge of Professional Learning Communities is preferred
Essential Duties and Responsibilities:
Understanding of the importance of using assessment data to inform decisions and communicating results to administration, staff, parents, and students.
Analyzes screening, diagnostic, and progress monitoring data to identify students in need of intervention, determine instructional groupings, and track effectiveness.
Supports the school's tiered system of supports and/or response to intervention framework by delivering Tier 2 and Tier 3 interventions with fidelity.
Delivers small‑group and/or one‑on‑one instruction using research‑based interventions in reading, math, and/or writing aligned to identified student needs.
Collaborates with classroom and special education teachers to align intervention strategies with core instruction and student learning goals.
Conducts regular progress monitoring and maintains accurate records to evaluate student growth and adjust interventions as needed.
Participates in and contributes data during all data meetings to discuss student progress and assist in planning next steps for struggling learners.
Assists classroom and special education teachers with students involved in the special education referral process.
Provides regular updates to families on student progress, strategies used, and ways to support learning at home.
Identifies students qualifying for district and state intervention plans and collaborates with classroom and special education teachers to write individualized plans with goals and strategies aligned with closing identified achievement gaps.
Maintains thorough and confidential records of interventions, assessments, and communication in accordance with school or district policy.
Engages in ongoing professional development in the areas of research‑based instructional practices, differentiated instruction, assessment, and intervention strategies.
Creates an inclusive, supportive, and structured environment where students feel safe, encouraged, and motivated to learn.
Assists classroom and special education teachers with completing all required local and state assessments.
Serves as a collaborative partner and mentor who supports adult learning, reflective practice, and instructional excellence throughout the school community.
Uses evidence‑based strategies to support the implementation of district curriculum, fosters student‑centered learning environments, and promotes the continuous improvement of instructional practices.
Provides job‑embedded professional development, instructional modeling, and data‑informed guidance to teachers.
Serves as a peer coach for all instructional staff, specifically first and second‑year teachers, to build instructional capacity, promote high‑quality instructional practices, effective classroom management practices, and improved student outcomes across all content areas.
Supports lesson and unit planning by facilitating professional learning communities (PLCs) and guiding teachers in the effective use of assessments and instructional technology.
Assists with any other assigned tasks related to building leadership, intervention, and peer coaching as deemed necessary by the building principal or assistant superintendent of curriculum.
Physical Requirements/Environmental Factors:
Ability to work in a climate‑controlled building, as well as in inclement weather.
Ability to stand, walk, and move around for long periods of time.
Ability to see and read, with or without vision aids, a computer screen and printed matter, and to distinguish colors.
Sufficient hearing to understand speech at normal room levels, and to hear and understand speech on the telephone.
Manual dexterity to operate a telephone and enter data into a computer using both hands.
Ability to communicate effectively and efficiently with sufficient volume to be heard in normal conversation, on the telephone, and addressing groups.
Ability to exert up to 30 pounds of force to lift, carry, push, pull, or otherwise move objects.
Ability to lift, bend, stoop, pull, grasp, and carry a variety of objects of different shapes and sizes.
Able to perform other duties assigned by the Superintendent or designee.
Evaluation:
This position's performance will be evaluated per the provisions of the Board's policy.
All employment offers are contingent upon the successful completion of a criminal background check and fingerprint clearance as required by state law and district policy.
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Intervention Teacher
Reports To:
Building Principal and the Assistant Superintendent of Curriculum/Instruction
Employment Terms:
Employment terms covering compensation, benefits, and working conditions are specified by the Board of Education's policies, procedures, and agreements.
School term
Salary dependent on experience
FLSA:
Exempt
Position Overview:
The intervention teacher is responsible for providing targeted, research‑based academic support to students who are performing below grade level in reading, mathematics, or other core content areas. This position works in collaboration with classroom teachers, special education teachers, and school leaders to identify student needs through assessment data, deliver small‑group or individualized instruction, and monitor progress toward academic goals. The intervention teacher plays a critical role in implementing the school's Multi‑Tiered System of Supports (MTSS) or Response to Intervention (RTI) framework, ensuring that all students have access to equitable learning opportunities. Responsibilities include analyzing data, developing intervention plans, maintaining documentation, and adjusting instruction based on student progress. The intervention teacher also provides instructional coaching support to staff, specifically first and second‑year teachers.
Qualifications:
Bachelor's degree in a teaching assignment area
Valid Missouri Teacher Certificate
Master's degree in literacy and/or math preferred
Minimum of 5 years teaching experience in special education or the grade levels the position serves
Excellent oral and written communication skills
Skills in human relations, leadership, and conflict management
Creativity, flexibility, and a passion for teaching and learning
Knowledgeable in teaching techniques that meet the diverse needs of students
Experience with formative assessments, differentiated instruction techniques, and data analysis
Working knowledge of Professional Learning Communities is preferred
Essential Duties and Responsibilities:
Understanding of the importance of using assessment data to inform decisions and communicating results to administration, staff, parents, and students.
Analyzes screening, diagnostic, and progress monitoring data to identify students in need of intervention, determine instructional groupings, and track effectiveness.
Supports the school's tiered system of supports and/or response to intervention framework by delivering Tier 2 and Tier 3 interventions with fidelity.
Delivers small‑group and/or one‑on‑one instruction using research‑based interventions in reading, math, and/or writing aligned to identified student needs.
Collaborates with classroom and special education teachers to align intervention strategies with core instruction and student learning goals.
Conducts regular progress monitoring and maintains accurate records to evaluate student growth and adjust interventions as needed.
Participates in and contributes data during all data meetings to discuss student progress and assist in planning next steps for struggling learners.
Assists classroom and special education teachers with students involved in the special education referral process.
Provides regular updates to families on student progress, strategies used, and ways to support learning at home.
Identifies students qualifying for district and state intervention plans and collaborates with classroom and special education teachers to write individualized plans with goals and strategies aligned with closing identified achievement gaps.
Maintains thorough and confidential records of interventions, assessments, and communication in accordance with school or district policy.
Engages in ongoing professional development in the areas of research‑based instructional practices, differentiated instruction, assessment, and intervention strategies.
Creates an inclusive, supportive, and structured environment where students feel safe, encouraged, and motivated to learn.
Assists classroom and special education teachers with completing all required local and state assessments.
Serves as a collaborative partner and mentor who supports adult learning, reflective practice, and instructional excellence throughout the school community.
Uses evidence‑based strategies to support the implementation of district curriculum, fosters student‑centered learning environments, and promotes the continuous improvement of instructional practices.
Provides job‑embedded professional development, instructional modeling, and data‑informed guidance to teachers.
Serves as a peer coach for all instructional staff, specifically first and second‑year teachers, to build instructional capacity, promote high‑quality instructional practices, effective classroom management practices, and improved student outcomes across all content areas.
Supports lesson and unit planning by facilitating professional learning communities (PLCs) and guiding teachers in the effective use of assessments and instructional technology.
Assists with any other assigned tasks related to building leadership, intervention, and peer coaching as deemed necessary by the building principal or assistant superintendent of curriculum.
Physical Requirements/Environmental Factors:
Ability to work in a climate‑controlled building, as well as in inclement weather.
Ability to stand, walk, and move around for long periods of time.
Ability to see and read, with or without vision aids, a computer screen and printed matter, and to distinguish colors.
Sufficient hearing to understand speech at normal room levels, and to hear and understand speech on the telephone.
Manual dexterity to operate a telephone and enter data into a computer using both hands.
Ability to communicate effectively and efficiently with sufficient volume to be heard in normal conversation, on the telephone, and addressing groups.
Ability to exert up to 30 pounds of force to lift, carry, push, pull, or otherwise move objects.
Ability to lift, bend, stoop, pull, grasp, and carry a variety of objects of different shapes and sizes.
Able to perform other duties assigned by the Superintendent or designee.
Evaluation:
This position's performance will be evaluated per the provisions of the Board's policy.
All employment offers are contingent upon the successful completion of a criminal background check and fingerprint clearance as required by state law and district policy.
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