Interventionist Jobs in USA with Visa Sponsorship
Interventionist roles in U.S. schools and clinical settings require a bachelor's or master's degree in education, psychology, or a related field, making them eligible for H-1B visa specialty occupation sponsorship. Employers in public school districts and nonprofit healthcare organizations regularly file Labor Condition Applications for qualified candidates.
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Get Access To All JobsElementary Interventionist - Basic Skills (.5 FTE)
JobID: 23862
- Position Type:
Elementary School Teaching/Elementary Interventionist - Date Posted:
11/11/2026 - Location:
Rosemount Elementary School - Closing Date:
11/18/2026
Description:
.5 FTE
Effective Date of Employment:
November 29, 2026
Application Deadlines:
November 18, 2026 – 4:00 p.m.
Application Procedures:
Internal and External Candidates: Apply on-line at www.district196.org
Job Summary:
The Elementary Interventionist has a pivotal role in supporting elementary school students who require targeted assistance and ensuring that all students receive personalized and effective interventions.
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
- Knowledge and experience implementing Tier 1, Tier 2, and Tier 3 behavioral supports (e.g., PBIS, MTSS, trauma-informed practices) to promote student regulation and academic success
- Ability to analyze academic and behavioral data and adjust instruction and supports accordingly
- Strong knowledge of Minnesota English-Language Arts Standards
- Excellent problem-solving skills
- Strong interpersonal, organizational, and communication skills
- Strong collaboration skills with staff, families, and support teams
- Commitment to fostering a positive, inclusive, and well-regulated learning environment
- Commitment to equity and culturally responsive teaching
Responsibilities:
Assessment, Data Collection and Analysis:
- Utilize data to identify students with literacy challenges and/or potential behavioral or regulatory needs impacting learning
- Analyze academic and behavioral data to develop personalized intervention and support plans in collaboration with student support teams and classroom teachers
- Maintain detailed records of student progress, intervention strategies, and behavioral supports
- Use data to evaluate the effectiveness of literacy interventions and behavioral supports across tiers
- Collaborate with colleagues to analyze school-level academic and behavioral data, identify trends, and determine 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
- Integrate strategies that support student engagement, self-regulation, and positive behavior during instruction
- Problem-solve with colleagues and district intervention specialists to make responsive instructional and behavioral decisions to meet student needs
- Collaborate with teachers to align intervention strategies with classroom instruction and Tier 1 supports
- Communicate regularly with teachers, administrators, and families to share academic progress and effective academic and behavioral support strategies
- Serve as a member of the school's BAT team and SAT teams
- Partner with families and caregivers to extend literacy and behavioral support beyond the school setting
Behavioral Support:
- Support implementation of Tier 1 universal practices that promote positive behavior, engagement, and classroom regulation
- Provide Tier 2 targeted supports for students needing additional behavioral or self-regulation strategies
- Assist in designing and implementing Tier 3 individualized behavior intervention plans in collaboration with specialists and support teams
- Model and coach staff on effective classroom management, behavior support strategies, and co-regulation practices
- Promote trauma-informed, culturally responsive, and relationship-centered practices to support student well-being and learning readiness
Professional Development:
- Stay current with research and best practices in structured literacy instruction and behavior support frameworks (e.g., MTSS, PBIS)
- Participate in professional development opportunities to enhance skills in literacy instruction, intervention, and student behavior support
- Share knowledge and support staff development in both literacy and behavior best practices
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 Interventionist - Basic Skills (.5 FTE)
JobID: 23862
- Position Type:
Elementary School Teaching/Elementary Interventionist - Date Posted:
11/11/2026 - Location:
Rosemount Elementary School - Closing Date:
11/18/2026
Description:
.5 FTE
Effective Date of Employment:
November 29, 2026
Application Deadlines:
November 18, 2026 – 4:00 p.m.
Application Procedures:
Internal and External Candidates: Apply on-line at www.district196.org
Job Summary:
The Elementary Interventionist has a pivotal role in supporting elementary school students who require targeted assistance and ensuring that all students receive personalized and effective interventions.
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
- Knowledge and experience implementing Tier 1, Tier 2, and Tier 3 behavioral supports (e.g., PBIS, MTSS, trauma-informed practices) to promote student regulation and academic success
- Ability to analyze academic and behavioral data and adjust instruction and supports accordingly
- Strong knowledge of Minnesota English-Language Arts Standards
- Excellent problem-solving skills
- Strong interpersonal, organizational, and communication skills
- Strong collaboration skills with staff, families, and support teams
- Commitment to fostering a positive, inclusive, and well-regulated learning environment
- Commitment to equity and culturally responsive teaching
Responsibilities:
Assessment, Data Collection and Analysis:
- Utilize data to identify students with literacy challenges and/or potential behavioral or regulatory needs impacting learning
- Analyze academic and behavioral data to develop personalized intervention and support plans in collaboration with student support teams and classroom teachers
- Maintain detailed records of student progress, intervention strategies, and behavioral supports
- Use data to evaluate the effectiveness of literacy interventions and behavioral supports across tiers
- Collaborate with colleagues to analyze school-level academic and behavioral data, identify trends, and determine 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
- Integrate strategies that support student engagement, self-regulation, and positive behavior during instruction
- Problem-solve with colleagues and district intervention specialists to make responsive instructional and behavioral decisions to meet student needs
- Collaborate with teachers to align intervention strategies with classroom instruction and Tier 1 supports
- Communicate regularly with teachers, administrators, and families to share academic progress and effective academic and behavioral support strategies
- Serve as a member of the school's BAT team and SAT teams
- Partner with families and caregivers to extend literacy and behavioral support beyond the school setting
Behavioral Support:
- Support implementation of Tier 1 universal practices that promote positive behavior, engagement, and classroom regulation
- Provide Tier 2 targeted supports for students needing additional behavioral or self-regulation strategies
- Assist in designing and implementing Tier 3 individualized behavior intervention plans in collaboration with specialists and support teams
- Model and coach staff on effective classroom management, behavior support strategies, and co-regulation practices
- Promote trauma-informed, culturally responsive, and relationship-centered practices to support student well-being and learning readiness
Professional Development:
- Stay current with research and best practices in structured literacy instruction and behavior support frameworks (e.g., MTSS, PBIS)
- Participate in professional development opportunities to enhance skills in literacy instruction, intervention, and student behavior support
- Share knowledge and support staff development in both literacy and behavior best practices
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 43+ Interventionist Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new Interventionist roles.
Get Access To All JobsTips for Finding Interventionist Jobs
Align your credentials to specialty occupation standards
USCIS requires that your degree field directly relates to interventionist duties. A general education degree may not satisfy specialty occupation if the job posting lists broad requirements, so request a detailed job description from the employer before they file.
Target school districts with IDEA funding histories
Districts receiving federal Individuals with Disabilities Education Act funding regularly hire interventionists and have HR infrastructure to support LCA filings. County-level special education cooperatives often sponsor multiple positions annually and handle PERM green card filings too.
Verify prevailing wage before accepting an offer
Your employer must certify your wage meets or exceeds the prevailing wage for your location using the OFLC Wage Search. Cross-reference your offer against that figure early, since underpayment causes LCA denials that delay your start date.
Use Migrate Mate to find verified sponsoring employers
Search Migrate Mate's database of employers with confirmed LCA filing histories for interventionist and special education roles. Filtering by city lets you target districts and behavioral health organizations already familiar with the sponsorship process.
Prepare your state licensure before the H-1B start date
Many states require licensure or endorsement for school-based interventionists. USCIS can approve an H-1B while licensure is pending, but your employer cannot legally place you in a licensed role until the state issues your credential, so start the application immediately after your offer.
Clarify cap-exempt status with nonprofit and university employers
Interventionist roles at nonprofit educational institutions and university-affiliated clinical programs may qualify as H-1B cap-exempt, letting your employer file any time of year without waiting for the annual lottery. Confirm the employer's tax status with HR before assuming cap-exempt filing applies.
Frequently Asked Questions
Does an interventionist role qualify as a specialty occupation for H-1B purposes?
Yes, in most cases. USCIS evaluates whether the position normally requires at least a bachelor's degree in a specific field such as special education, psychology, or applied behavior analysis. If the job posting accepts any bachelor's degree or lists the degree as preferred rather than required, the employer may need to revise the job description before USCIS will approve the petition.
Which visa types are realistic for a foreign-national interventionist seeking U.S. employment?
H-1B is the most common path for interventionists, covering specialty occupation roles at for-profit employers through the annual cap and lottery. Positions at nonprofit educational institutions or university-affiliated programs may qualify as cap-exempt, allowing year-round filing. TN visa status is not an option because interventionist is not on the USMCA profession list.
How do I find school districts and clinical employers who sponsor interventionist visas?
Migrate Mate lists employers with verified LCA filing histories for interventionist and behavioral specialist roles, searchable by location. This saves you from cold-applying to districts that have never navigated H-1B sponsorship and may decline solely because they lack HR experience with the process.
Will working toward a green card affect my H-1B sponsorship as an interventionist?
No. H-1B is a dual-intent visa, meaning you can pursue a green card through PERM labor certification and an EB-2 or EB-3 immigrant petition without jeopardizing your nonimmigrant status. Your employer files the PERM application with DOL to confirm no qualified U.S. workers are available for your specific interventionist position before sponsoring the immigrant petition.
What degree field does USCIS expect for an interventionist H-1B petition?
USCIS looks for a direct connection between the degree and the job duties. Degrees in special education, school psychology, applied behavior analysis, speech-language pathology, or counseling typically satisfy the requirement for interventionist roles focused on academic or behavioral support. A general liberal arts degree, even at the master's level, is less likely to pass scrutiny without additional evidence linking the curriculum to intervention methodology. Check the O*NET occupation profile for the credentials most commonly associated with this role.
What is the prevailing wage requirement for sponsored Interventionist jobs?
U.S. employers sponsoring a visa must pay at least the prevailing wage, which is what workers in the same role, area, and experience level typically earn. The Department of Labor sets this rate to make sure companies aren't hiring foreign workers simply because they'd accept lower pay than a U.S. worker. It varies by job title, location, and experience. You can look up current prevailing wage rates for any occupation and location using the OFLC Wage Search page.