EdPost

The Co-teacher/Interventionist position combines the roles of  classroom teacher co-teacher and interventionist to provide both high-quality, standards-based instruction and targeted academic support for students. This educator will teach in the classroom with a co-teacher, delivering engaging lessons aligned with Minnesota K–12 Academic Standards, while also providing Tier 2 and Tier 3 interventions in reading and/or math to students performing below grade level. The co-teaching position is temporary, and, as of January 2026, the position would become full time Interventionist/Instructional Coach. 

This role requires the educator to work closely with teachers, families, and student support teams to ensure all students receive the personalized support they need. As a collaborative team member, this teacher is also responsible for fostering a trauma-informed, anti-racist, and culturally responsive classroom environment, monitoring student progress, and using data to drive decision-making.

Key Responsibilities

Instruction & Intervention

• Provide evidence-based Tier 2 and Tier 3 interventions in reading and/or math aligned with Minnesota K–12 Academic Standards.

• Design and deliver differentiated lessons that include small group instruction, culturally relevant materials, and opportunities for active collaboration.

• Monitor student progress through universal screening, diagnostic assessments, and formative evaluations to adjust instruction and inform decision-making.

• Design and implement individualized intervention plans based on data, Student Support/Intervention Team (SIT) recommendations, and student needs.

• Differentiate instruction based on IEPs, 504 plans, EL supports, and other accommodations to meet individual student needs.

• Track student goals and engage students in monitoring their own academic growth and progress.

• Deliver high expectations for all learners, ensuring equitable outcomes across all student groups.

• Assessment & Data Monitoring

• Use school-wide assessment systems (e.g., FASTBridge, NWEA MAP, MCA) to identify students in need of intervention and track progress.

• Regularly document student progress, maintaining accurate records in accordance with school and MDE guidelines.

• Participate in SIT/MTSS meetings, analyzing student data and recommending interventions or next steps.

• Ensure fidelity to intervention programs while adapting delivery based on student response and engagement.

Data, Planning, and Recordkeeping

• Prepare quarterly instructional plans that address key standards, intervention goals, and adjustments based on student progress.

• Maintain accurate, organized documentation of student work, intervention data, and progress toward academic goals.

• Collaborate with classroom teachers to align interventions with core instruction and classroom learning targets.

• Use data to inform instructional decisions, re-teaching strategies, and differentiation.

• Collaboration & Professional Development

• Actively participate in weekly Professional Learning Community (PLC) meetings, focused on student achievement, equity, and instructional improvement

• Collaborate with classroom teachers, special education staff, family liaisons, deans, and other support staff to ensure whole-child development.

• Engage in ongoing professional development in literacy, math, trauma-informed practices, equity, and culturally responsive pedagogy.

• Maintain current licensure through the Minnesota Professional Educator Licensing and Standards Board (PELSB).

• Participate in parent/guardian communication, including conferences and academic updates.

• Participate in the district-approved educator evaluation system as required by Minnesota Statute 122A.40/122A.41.

School Culture & Community

• Foster a safe, inclusive, and welcoming learning environment rooted in trauma-informed and culturally responsive practices.

• Cultivate strong, supportive relationships with students and families across diverse backgrounds.

• Model and reinforce school-wide expectations and values.

• Collaborate with classroom teachers and student support staff to create a positive and structured environment for intervention groups.

• Ensure joy, belonging, and emotional safety are embedded into the intervention experience.

Professional Collaboration & Development

• Participate in weekly Professional Learning Community (PLC) meetings focused on student achievement, equity, and instructional improvement.
  Collaborate with classroom teachers, EL staff, special education case managers, family liaisons, deans, and social workers to support whole-child development.

• Attend SIT/MTSS meetings and advocate for appropriate supports based on student progress.

• Attend all school-based professional development sessions and actively engage in ongoing growth opportunities in literacy, math, equity, and trauma-informed practices.

• Maintain appropriate and current licensure through the Minnesota Professional Educator Licensing and Standards Board (PELSB).

• Participate in parent/guardian communication, including conferences and regular academic updates.

• Engage in the full evaluation process using the district-approved educator evaluation system (aligned with MN Statute 122A.40/122A.41).

Other Duties

• Support statewide testing administration (e.g., MCA, ACCESS for ELLs) as needed.

• Serve as a resource and model for small group instruction and differentiated teaching practices.

• Participate in school events, family nights, and community engagement activities.

• Perform additional duties as assigned by school leadership to support student success and school operations.

Minimum Qualifications:

• Minnesota teaching license (or eligibility) in Elementary Education, Reading, Mathematics, or related field

• Experience in intervention, literacy/math support, or MTSS/RTI preferred

• Training or experience with research-based intervention programs (e.g., PRESS, LLI, Orton-Gillingham, Bridges, ST Math, etc.) is a plus

• Strong interpersonal skills and commitment to equity and culturally relevant pedagogy