Post Date:  Jul 3, 2024

Minneapolis, MN, US

Below is specific information for you to consider about this position.

Job Title: Teacher, Special Education Itinerant/Intervention, Special Education  and Requisition ID number: 101808

Close Date:  11:59 pm on [[close date]]

Organizational Unit:  Special Ed Program 3 (10000968) 

Site:  Davis Center (0001) 

FTE 1.0 FTE; 39 weeks; this is based on full-time equivalency with 1.0 being full time

Union:  Teachers(04) 

Functional Area:  Teaching 

Resume and Cover Letter are mandatory to apply for any position.



Special Education Itinerant/Intervention Teacher 1.0 FTE


FUNCTION:  MPS Itinerant Teachers hold 4 important roles in supporting students and schools.  

  1. Hold multiple SPED licenses and support teams by being the licensed team member in evaluation and IEP development (DD, SLD, EBD, DCD - Mod to Severe, ASD),

  2. Build teacher capacity in implementation of evidence-based practices to support student success, and

  3. Support school teams as an interventionist in supporting the development and implementation of customized intervention and instructional plans. 

  4. Provide intentional and targeted professional development focused on evidence based practices.

ADAPTIVE SKILLS REQUIRED: We seek candidates with demonstrated leadership skills within a culturally diverse educational environment. Qualified candidates should advocate for student learning, convey innovative ideas to school teams, provide strong interpersonal communication skills, effectively utilize problem-solving skills, and guide teams toward non-discriminatory, evidence-based instructional practices.


RESPONSIBLE TO:  Director of Special Education Programs


QUALIFICATIONS:  Education, Training, and Experience Guidelines

·       Valid MN special education license in SLD, EBD, ASD, ABS, MMI, MSM (multiple licenses preferred).

·       Prefer 5 years of successful experience in a metropolitan, inclusive culturally diverse educational setting.



Essential duties and responsibilities may include, but are not limited to, the following:


Completing Due Process requirements:

  • Attend IEP meetings

  • Attend eval planning meetings

  • Conduct re-eval observations and write-up

  • Attend results meetings

  • Co-observe with the psychologist for initial evaluations

  • Help with BIP/FBA development

  • Coaching on goals and objectives for IEPs for students.

  • Coach and monitor implementation of the IEP. 


Coaching Evidence-Based Interventions:

  • Observations of caseload students

  • Support teachers (and support staff) with new evidence-based interventions.  Supports include emails, in-person coaching, modeling, and team meetings.

  • Support teams in developing emergency plans for students as needed.

  • Coach teachers and SEA staff on data collection. 

  • Coach staff on curriculum/resources/task-analysis/environment appropriate for students.

  • Meet with parents, outside agencies, and teams to develop programming for students.

  • Assist staff in developing scheduling systems.

  • Work with teams to support SEAs in increasing student independence. Community of Practice participation (ASD, DCD & CLI) through Low Incidence Project- MN. Coordinate monthly meetings, plan for teacher training, and support for Minneapolis teachers working with kids with our most unique learners. 

  • Lead the Development of materials that support the implementation of  Comprehensive Literacy Instruction (CLI).

  • Community of Practice for STAR through Low Incidence Project- MN. Coordinate monthly meetings, and plan for teacher training and supports for Minneapolis teachers working with teachers implementing STAR. (Michele Glynn)

  • Partner with the Community of Practice for EBD/SB to support the implementation model. Work with the SEL leader to coordinate quarterly meetings, and plan for teacher training and support for Minneapolis teachers working with kids with EBD. 

  • Guide strategies to increase student independence, special education graduation rates, high school courses of study, social and emotional learning, transition planning, college planning, and a rigorous sequence of work opportunities.


Supporting Transition:

  • Transition planning with teams, particularly kinder transitions

  • Track identified incoming kindergarteners in Level 1 and Level 2 placement, provide support as needed to their gen. ed. teachers and SERTs

  • Meet with Early Childhood once per quarter to plan for the upcoming school year


Providing Professional Development

  • Support toolbox of pictures of evidence-based practices, environment set-up, etc. to be available online to all Minneapolis staff

  • Meet with PDP teams regularly to develop evidence-based interventions, coach teams to take pre-, during, and post-data, and use data to make intervention changes

  • Teach Pro-Pay courses relevant to supporting students with disabilities across many settings (ex: Michele is instructing Self-Management)

  • Provide staff with current disability-specific information, parent engagement strategies, and inclusive school environments

  • Develop and lead professional development to a range of school members; both general education and special education staff   

Physical Requirements/Working Conditions:

School environment; may involve lifting up to 40 pounds; and the ability to sit, walk, and/or stand for extended periods, both indoors and outdoors.


Salary: 39 weeks – Teacher Salary Schedule, MFT local 59


For More Information, Please Contact:  Andrew Meierding, Director of Special Education Programs         


All applicants, including MPS employees, must complete an online application.  In addition, upload an electronic copy of your cover letter and resume to your application when applying. Make sure you apply for the position you are interested in. Only complete applications which include all of the following items will be considered:

  • Cover Letter

  • Resume

  • Online Application




Final candidates may be invited to interview with a committee.  Final appointment to this position will be contingent upon passing a criminal background check.
Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready.  Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.


Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | [No Established Closing Date]  | Special Ed Program 3 (10000968)  | Davis Center (0001)  | Teaching

Nearest Major Market: Minneapolis