Green Card Interventionist Jobs
Interventionist jobs with green card sponsorship are filed under EB-2 or EB-3 depending on your degree level and experience. Employers must complete PERM labor certification with the Department of Labor before filing an I-140 petition with USCIS, making early sponsorship conversations essential for this education-sector role.
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Get Access To All JobsElementary Literacy Interventionist (LTS 1.0)
JobID: 23840
- Position Type:
Elementary School Teaching - Date Posted:
11/6/2026 - Location:
Thomas Lake Elementary School - Closing Date:
11/13/2026
Description:
1.0 FTE
Effective Date of Employment:
Anticipated Dates: January 21, 2027 to June 10, 2027
Application Deadlines:
November 13, 2026 at 4:00pm
Application Procedures:
Internal and External Candidates: Apply on-line at www.district196.org
Job Summary:
The Literacy Interventionist has a pivotal role in supporting elementary school students who require targeted assistance in developing strong literacy skills, and ensuring that all students receive personalized and effective literacy interventions. The Literacy Interventionist will work collaboratively with classroom teachers, administrators, and parents to implement evidence-based strategies and curriculum aligned with structured literacy; and will be a part of a district-wide interventionist team.
Qualifications
- Current Minnesota teaching license (elementary, special education, reading, or English Language Development)
- Minimum of three years teaching experience
- Training or certification in structured literacy (preferred)
- Experience in structured literacy instruction and intervention (preferred)
- Knowledge of evidence-based literacy practices
- Ability to analyze data and adjust instruction accordingly
- Strong knowledge of Minnesota English-Language Arts Standards
- Excellent problem-solving skills
- Strong interpersonal, organization, and communication skills
- Strong communication and collaboration skills
- Commitment to fostering a positive and inclusive learning environment
- Commitment to equity and culturally responsive teaching
Additional Required Qualification: Structured Literacy Training:
Successful completion of at least one of the following Minnesota Department of Education (MDE)-approved structured literacy training programs:
- OL&LA: Online Language and Literacy Academy – Consortium on Reaching Excellence in Education (CORE)
- LETRS: Language Essentials for Teachers of Reading and Spelling – Lexia
- CAREIALL: Advancing Language and Literacy – Center for Applied Research and Educational Improvement (CAREI), University of Minnesota
- Neuhaus Structured Literacy Modules
- OL&LA Secondary (Grades 4-12): Online Language and Literacy Academy – Consortium on Reaching Excellence in Education (CORE)
- STRIVE Science of Reading Grades 4-12
- CAREIALL Secondary: Advancing Language and Literacy – Center for Applied Research and Educational Improvement (CAREI University of Minnesota)
Documentation of completed training is required.
Responsibilities:
Assessment, Data Collection and Analysis:
- Conduct thorough assessments to identify students with literacy challenges
- Analyze assessment data to develop personalized intervention plans
- Maintain detailed records of student progress and intervention strategies
- Analyze data to make informed decisions about the effectiveness of interventions
- Work closely with colleagues to analyze school-level data and progress monitoring data; identifying trends, areas for improvement, and intervention needs
Structured Literacy Instruction / Intervention:
- Implement evidence-based structured literacy interventions tailored to the needs of individual students
- Provide explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension
- Conduct small-group intervention sessions to address specific literacy needs
- Problem-solve with colleagues and district intervention specialist in making responsive instructional decisions to meet student needs
- Collaborate with teachers to align intervention strategies with classroom instruction
- Communicate regularly with teachers, administrators, and parents to share progress and discuss effective support strategies
- Serve as a member of the school's leadership team and student assistance team
- Collaborate with parents and caregivers to extend literacy support beyond the school setting
Professional Development:
- Stay current with research and best practices in structured literacy instruction
- Participate in professional development opportunities to enhance skills and knowledge
Responsible To:
Building Principal
Compensation / Benefits:
According to contractual agreement.
If benefit eligible, benefits are available to new employees effective the first day of active employment. Benefits include medical insurance, dental insurance, life insurance, long term disability insurance, sick-leave, state pension plan, tax-deferred retirement savings account, and flexible spending account. Some employee groups also receive vacation, holidays or personal leave. Benefit information is available at Employee Benefits - Rosemount-Apple Valley-Eagan ISD 196
Our team of dedicated educators is committed to the mission of Educating, developing, and inspiring our students for lifelong success. Our core values are student-centered, based in empathy and integrity to support the wellbeing of the whole person, and learning with high expectations for all. Our culture of collaboration fosters an environment of inclusivity, engagement and belonging for all students, and inspires a love of learning for all ages. Our vision is to provide the experiences that our students, families and employees desire by developing the whole student and honoring diverse needs and cultures; engaging students with opportunities in academics, arts and athletics (Triple A philosophy), and living our mission to prepare students for lifelong success.
District 196 is a Minnesota public school district of choice, serving more than 29,000 students and 160,000 residents in the cities of Rosemount, Apple Valley, Eagan, Burnsville, Coates, Empire, Inver Grove Heights and Lakeville, and Vermillion Township. District 196 is the third largest school district in Minnesota and among the largest employers in Dakota County, with more than 4,000 full- and part-time employees. District 196 has been named to Forbes' list of America's Best-in-State Employers multiple times based on a survey asking employees to rate their employers and how likely they would be to recommend them to others.
District 196 has 20 elementary schools (grades K-5); six middle schools (grades 6-8); four high schools (grades 9-12); an optional School of Environmental Studies for juniors and seniors; an Area Learning Center high school program; a K-12 special education school, and a special education program serving young adults ages 18-22. The district also operates three learning centers that provide early childhood and Adult Basic Education services, and offers extensive community education programs and classes for learners of all ages.
Equal Opportunity Employer
As required by Title IX and other state and federal nondiscrimination laws, District 196 does not discriminate in employment or in any of its education programs and activities, including vocational opportunities, on the basis of sex, race, religion, color, creed, national origin, marital status, familial status,* disability, status with regard to public assistance, sexual orientation, gender identity, membership or activity in a local human rights commission,* age or genetic information.* District 196 provides equal access to designated youth groups.
The Director of Human Resources, Joel Milteer (651-423-7859 – joel.milteer@district196.org) is the designated Title IX Coordinator and has also been designated to respond to employment-related inquiries regarding the district's non-discrimination policies. The Director of Elementary Education, Jeremy Sorenson (651-423-7782 – jeremy.sorenson@district196.org) and the Director of Secondary Education, Eric Hansen (651-423-7712 – eric.hansen@district196.org) have been designated to respond to student-related inquiries regarding the district's non-discrimination policies. The Director of Special Education, Janet Fimmen (651-423-7629 – janet.fimmen@district196.org) has been designated to respond to inquiries concerning the rights of a student with a disability. The mailing address for all directors is 3455 153rd Street W, Rosemount, MN 55068. Title IX inquiries may also be referred to the Assistant Secretary of the US Office for Civil Rights (OCR).
Asterisked categories are limited to employment-related discrimination and harassment.
Elementary Literacy Interventionist (LTS 1.0)
JobID: 23840
- Position Type:
Elementary School Teaching - Date Posted:
11/6/2026 - Location:
Thomas Lake Elementary School - Closing Date:
11/13/2026
Description:
1.0 FTE
Effective Date of Employment:
Anticipated Dates: January 21, 2027 to June 10, 2027
Application Deadlines:
November 13, 2026 at 4:00pm
Application Procedures:
Internal and External Candidates: Apply on-line at www.district196.org
Job Summary:
The Literacy Interventionist has a pivotal role in supporting elementary school students who require targeted assistance in developing strong literacy skills, and ensuring that all students receive personalized and effective literacy interventions. The Literacy Interventionist will work collaboratively with classroom teachers, administrators, and parents to implement evidence-based strategies and curriculum aligned with structured literacy; and will be a part of a district-wide interventionist team.
Qualifications
- Current Minnesota teaching license (elementary, special education, reading, or English Language Development)
- Minimum of three years teaching experience
- Training or certification in structured literacy (preferred)
- Experience in structured literacy instruction and intervention (preferred)
- Knowledge of evidence-based literacy practices
- Ability to analyze data and adjust instruction accordingly
- Strong knowledge of Minnesota English-Language Arts Standards
- Excellent problem-solving skills
- Strong interpersonal, organization, and communication skills
- Strong communication and collaboration skills
- Commitment to fostering a positive and inclusive learning environment
- Commitment to equity and culturally responsive teaching
Additional Required Qualification: Structured Literacy Training:
Successful completion of at least one of the following Minnesota Department of Education (MDE)-approved structured literacy training programs:
- OL&LA: Online Language and Literacy Academy – Consortium on Reaching Excellence in Education (CORE)
- LETRS: Language Essentials for Teachers of Reading and Spelling – Lexia
- CAREIALL: Advancing Language and Literacy – Center for Applied Research and Educational Improvement (CAREI), University of Minnesota
- Neuhaus Structured Literacy Modules
- OL&LA Secondary (Grades 4-12): Online Language and Literacy Academy – Consortium on Reaching Excellence in Education (CORE)
- STRIVE Science of Reading Grades 4-12
- CAREIALL Secondary: Advancing Language and Literacy – Center for Applied Research and Educational Improvement (CAREI University of Minnesota)
Documentation of completed training is required.
Responsibilities:
Assessment, Data Collection and Analysis:
- Conduct thorough assessments to identify students with literacy challenges
- Analyze assessment data to develop personalized intervention plans
- Maintain detailed records of student progress and intervention strategies
- Analyze data to make informed decisions about the effectiveness of interventions
- Work closely with colleagues to analyze school-level data and progress monitoring data; identifying trends, areas for improvement, and intervention needs
Structured Literacy Instruction / Intervention:
- Implement evidence-based structured literacy interventions tailored to the needs of individual students
- Provide explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension
- Conduct small-group intervention sessions to address specific literacy needs
- Problem-solve with colleagues and district intervention specialist in making responsive instructional decisions to meet student needs
- Collaborate with teachers to align intervention strategies with classroom instruction
- Communicate regularly with teachers, administrators, and parents to share progress and discuss effective support strategies
- Serve as a member of the school's leadership team and student assistance team
- Collaborate with parents and caregivers to extend literacy support beyond the school setting
Professional Development:
- Stay current with research and best practices in structured literacy instruction
- Participate in professional development opportunities to enhance skills and knowledge
Responsible To:
Building Principal
Compensation / Benefits:
According to contractual agreement.
If benefit eligible, benefits are available to new employees effective the first day of active employment. Benefits include medical insurance, dental insurance, life insurance, long term disability insurance, sick-leave, state pension plan, tax-deferred retirement savings account, and flexible spending account. Some employee groups also receive vacation, holidays or personal leave. Benefit information is available at Employee Benefits - Rosemount-Apple Valley-Eagan ISD 196
Our team of dedicated educators is committed to the mission of Educating, developing, and inspiring our students for lifelong success. Our core values are student-centered, based in empathy and integrity to support the wellbeing of the whole person, and learning with high expectations for all. Our culture of collaboration fosters an environment of inclusivity, engagement and belonging for all students, and inspires a love of learning for all ages. Our vision is to provide the experiences that our students, families and employees desire by developing the whole student and honoring diverse needs and cultures; engaging students with opportunities in academics, arts and athletics (Triple A philosophy), and living our mission to prepare students for lifelong success.
District 196 is a Minnesota public school district of choice, serving more than 29,000 students and 160,000 residents in the cities of Rosemount, Apple Valley, Eagan, Burnsville, Coates, Empire, Inver Grove Heights and Lakeville, and Vermillion Township. District 196 is the third largest school district in Minnesota and among the largest employers in Dakota County, with more than 4,000 full- and part-time employees. District 196 has been named to Forbes' list of America's Best-in-State Employers multiple times based on a survey asking employees to rate their employers and how likely they would be to recommend them to others.
District 196 has 20 elementary schools (grades K-5); six middle schools (grades 6-8); four high schools (grades 9-12); an optional School of Environmental Studies for juniors and seniors; an Area Learning Center high school program; a K-12 special education school, and a special education program serving young adults ages 18-22. The district also operates three learning centers that provide early childhood and Adult Basic Education services, and offers extensive community education programs and classes for learners of all ages.
Equal Opportunity Employer
As required by Title IX and other state and federal nondiscrimination laws, District 196 does not discriminate in employment or in any of its education programs and activities, including vocational opportunities, on the basis of sex, race, religion, color, creed, national origin, marital status, familial status,* disability, status with regard to public assistance, sexual orientation, gender identity, membership or activity in a local human rights commission,* age or genetic information.* District 196 provides equal access to designated youth groups.
The Director of Human Resources, Joel Milteer (651-423-7859 – joel.milteer@district196.org) is the designated Title IX Coordinator and has also been designated to respond to employment-related inquiries regarding the district's non-discrimination policies. The Director of Elementary Education, Jeremy Sorenson (651-423-7782 – jeremy.sorenson@district196.org) and the Director of Secondary Education, Eric Hansen (651-423-7712 – eric.hansen@district196.org) have been designated to respond to student-related inquiries regarding the district's non-discrimination policies. The Director of Special Education, Janet Fimmen (651-423-7629 – janet.fimmen@district196.org) has been designated to respond to inquiries concerning the rights of a student with a disability. The mailing address for all directors is 3455 153rd Street W, Rosemount, MN 55068. Title IX inquiries may also be referred to the Assistant Secretary of the US Office for Civil Rights (OCR).
Asterisked categories are limited to employment-related discrimination and harassment.
See all Green Card Interventionist Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new Green Card Interventionist Jobs.
Get Access To All JobsTips for Finding Green Card Sponsorship in Interventionist
Document your specialized intervention credentials early
Gather your transcripts, licensure records, and any state-issued certifications before approaching employers. PERM requires precise credential verification, and gaps in your documentation can delay the prevailing wage determination or the recruitment test phase.
Find sponsors through Migrate Mate's verified employer database
Search Migrate Mate to identify school districts and education agencies with confirmed EB-2 and EB-3 green card sponsorship history for education-sector roles, so you target employers already familiar with the PERM process for positions like yours.
Target districts with established HR immigration workflows
School districts that have sponsored foreign workers before move through PERM recruitment advertising and DOL audit responses faster. Ask hiring managers directly whether their HR team has completed PERM filings for instructional or specialist roles in the past two years.
Clarify your EB category before the offer stage
If you hold a master's degree in education, special education, or a related field, you likely qualify for EB-2. A bachelor's plus two years of verifiable intervention experience typically qualifies under EB-3. Knowing your category helps you negotiate job duties that satisfy the PERM minimum requirements.
Use O*NET to align your job description with PERM requirements
The interventionist role maps to specific Standard Occupational Classification codes in O*NET. Confirm that the employer's written job description matches the duties and minimum requirements tied to that code, since DOL auditors compare the two during PERM review.
Understand priority date backlogs before accepting an offer
Employment-based green cards have per-country annual limits, and nationals of high-demand countries may wait years before their priority date becomes current. Confirm your country of birth's current priority date with USCIS before committing to a multi-year sponsorship timeline with any employer.
Green Card Interventionist: Frequently Asked Questions
Which green card category covers interventionist roles, EB-2 or EB-3?
Most interventionist positions qualify under EB-3 as professional roles requiring a bachelor's degree in education or a related field, with at least two years of relevant experience. If your role requires a master's degree or you hold a bachelor's plus five years of progressive experience, you may qualify under EB-2. The employer's minimum requirements written into the PERM job description determine which category USCIS evaluates.
How does green card sponsorship differ from H-1B sponsorship for interventionists?
H-1B visa is a temporary nonimmigrant status tied to a specific employer and subject to an annual lottery. Green card sponsorship through EB-2 or EB-3 leads to lawful permanent residence with no renewal requirement. The process involves PERM labor certification filed with the Department of Labor, a prevailing wage determination, a formal recruitment test, and then an I-140 petition with USCIS. Per-country backlogs can extend the timeline significantly depending on your nationality.
What does the PERM recruitment test require from an interventionist employer?
The employer must conduct a good-faith recruitment effort to test the U.S. labor market before DOL will certify the PERM application. For professional roles like interventionist, this typically includes placing a job order with the state workforce agency, running two Sunday newspaper advertisements, and completing three additional recruitment steps such as a campus posting or job fair. DOL reviews whether any qualified U.S. workers applied and were rejected for lawful reasons.
Can I find school districts that sponsor green cards for education roles?
Yes. Migrate Mate lists U.S. employers with verified employment-based green card sponsorship history, searchable by role type and location. Focusing on districts with prior PERM filings in education or student support roles shortens your search considerably, since those employers already understand the prevailing wage determination and recruitment advertising requirements specific to instructional positions.
What happens to my green card case if I change employers after I-140 approval?
Once your I-485 adjustment of status application has been pending for 180 days or more, AC21 job portability allows you to change employers without losing your place in the queue, provided the new role is in the same or a similar occupation. Your priority date from the original approved I-140 can also transfer to a new employer's I-140 petition, protecting the time already accumulated in the backlog.