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Interventionist In Jobs in Chicago, IL (NOW HIRING)

Sylvania

Reading Interventionist

Riverdale, IL · On-site

The Reading Interventionist provides targeted reading instruction and support to students in grades K-8 who are identified as performing below grade level in reading. The interventionist collaborates ...

Lake Ridge Schools

Literacy Interventionist

Gary, IN · On-site

Priority focus on assisting Classroom Teachers in embedding high quality literacy instructional strategies into curriculum to increase student skills and providing Tier 2 and 3 literacy interventions ...

Lake Ridge Schools

Literacy Interventionist

Gary, IN · On-site

Priority focus on assisting Classroom Teachers in embedding high quality literacy instructional strategies into curriculum to increase student skills and providing Tier 2 and 3 literacy interventions ...

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All JobsInterventionist In JobsInterventionist In Jobs in Chicago, IL

Interventionist In information

See Chicago, IL salary details

$11

$23

$35

How much do interventionist in jobs pay per hour?

As of Sep 14, 2026, the average hourly pay for interventionist in in Chicago, IL is $23.64, according to ZipRecruiter salary data. Most workers in this role earn between $19.57 and $26.25 per hour, depending on experience, location, and employer.

What is an interventionist in?

Interventionists are professionals who design and implement strategies to support individuals facing academic, behavioral, or emotional challenges, often in educational or healthcare settings. They work closely with students, patients, or clients to identify needs, set goals, and monitor progress. Interventionists may collaborate with teachers, families, and other specialists to create personalized intervention plans. Their primary goal is to help individuals overcome obstacles and achieve success in their environment.

How does an interventionist in typically collaborate with teachers and other support staff to address student needs?

Interventionists work closely with classroom teachers, special education staff, and counselors to develop and implement targeted strategies that support students struggling academically or behaviorally. They often participate in regular team meetings to discuss student progress, share observations, and adjust intervention plans as needed. Effective communication and collaboration are key, as interventionists must coordinate schedules, share resources, and ensure consistency in the support provided across different environments. This teamwork helps to create a unified approach that maximizes each student's chances for success.

What are the key skills and qualifications needed to thrive as an interventionist, and why are they important?

To thrive as an Interventionist, you need a solid background in counseling, behavioral intervention techniques, and a relevant degree or certification in social work, psychology, or a related field. Familiarity with case management software, documentation systems, and evidence-based intervention models is crucial. Strong interpersonal skills, active listening, and cultural sensitivity help build trust and effectively support clients in crisis. These competencies are essential for developing effective intervention plans, ensuring client safety, and promoting positive behavioral change.

What is the difference between Interventionist In vs Behavior Technician?

AspectInterventionist InBehavior Technician
Required CredentialsTypically requires a high school diploma or equivalent; some roles may need certification in behavior analysisHigh school diploma or equivalent; certification as a Registered Behavior Technician (RBT) often preferred
Work EnvironmentWorks in schools, clinics, or community settings providing intervention servicesWorks primarily in clinical or home settings assisting with behavioral interventions
Employer & Industry UsageUsed in educational and therapeutic settings focusing on behavioral supportCommonly employed in ABA therapy for individuals with autism or behavioral challenges
Common Search & Comparison IntentOften compared based on certification requirements and job duties in behavioral support

The Interventionist In and Behavior Technician roles share similarities in work environments and certification needs, especially in behavioral health settings. However, Interventionist In may involve broader intervention strategies, while Behavior Technicians focus specifically on implementing ABA therapy plans for clients with autism or behavioral issues.

Do interventionists get paid more than teachers?

Interventionists typically earn less than teachers, as teaching salaries generally reflect longer education requirements and certification. Interventionists often have specialized training in behavioral or educational support but usually receive lower pay than certified teachers working in schools. Salary differences can vary based on location, experience, and employer type.

Is an interventionist a paraprofessional?

An interventionist is a professional who provides targeted support and strategies to individuals, often in educational or behavioral settings. Whether they are considered paraprofessionals depends on their training, certification, and job responsibilities, as some interventionists are paraprofessionals while others hold specialized credentials or licenses.

What degree do I need to be an interventionist?

To become an interventionist, a bachelor's degree in social work, psychology, counseling, or a related field is typically required. Additional certifications or training in intervention techniques and mental health may be necessary depending on the employer or specific role.
Interventionist In jobs near you

Reading Interventionist - Elementary

Hammond, IN • On-site

School City of Hammond
Elementary and Secondary Schools • 1 - 5K employees
Learn more about School City of Hammondexternal

$18.75 - $25.25/hr

Other

Posted yesterday

New

School City Of Hammond rating

4.3

Company rating: 4.3 out of 10

Based on 14 frontline employees who took The Breakroom Quiz

Job description

Basic Functions

The SCH Elementary Interventionist is a member of the school faculty. It is the responsibility of the Interventionist to work with the principal, school improvement / plan team, and intervention team, to implement the school-wide plan to improve the literacy achievement of all students in the school. The position entails proven excellence as a classroom teacher and exemplary skills in developing, implementing and assessing instructional strategies to improve academic literacy, overall achievement in core content areas, problem solving skills and use of modern technology for all students in the school. A commitment to attend all training sessions and/or staff development designed for SCH Elementary Literacy Leaders, use of instructional research and strategies with teacher colleagues and the ability to dialogue with them in their successful implementation is required.

The Interventionist has a dual role; this professional provides professional development and training to the instructional aides and/or volunteers to provide additional support for student learning. The Interventionist will work with small, flexible groups of students (K-2 Primary Interventionist and 3-6 Intermediate Interventionist) in literacy based on data collected by teachers through the IREAD3, ILEARN, district level assessments and informal classroom assessments. The Interventionist will organize district assessment data in reading/language arts, focusing on low performing subgroups. The information will be shared collaboratively with teachers and aides in order to coordinate interventions for students not meeting state and local expectations. The Interventionists will train volunteers and/or paraprofessionals (Instructional Aides) to effectively tutor students in reading/language arts. The Interventionist will collaborate with corresponding grade levels on a weekly basis. The Interventionist position will be monitored by the Title I department.

The Primary and/or Intermediate Interventionist position requires a professional with organization and flexibility; reading and writing literacy knowledge; and the ability to grow trust and build relationships over time in a professional learning community.

Job Description
  • Demonstrate exemplary classroom literacy practice and possess a deep understanding of literacy theory (80 percent)
  • On-going teaching of children in a variety of settings and grade levels (K-6)
  • Collaborate with grade level teams, School Leadership Team and the Intervention Team to coordinate and monitor the effectiveness of interventions for students not meeting state and local expectations.
  • Extend literacy competencies through professional development opportunities and networking with other Literacy Leaders in schools preferred.
  • Sharing school areas of strength, new implementations, training programs and interpersonal strategies with other Interventionists.
  • Manage and evaluate the school’s literacy program to ensure the highest level of quality (10 percent)
  • Collect data, analyze results, and report findings
  • Implement a school-wide assessment system for monitoring student achievement
  • Evaluate student achievement and assist with placing students in appropriate intervention and support services
  • Evaluate effectiveness of the overall literacy program
  • Identify needs and make recommendations for appropriate literacy materials
  • Provide records and research data to grade level teams, Plan Team, SCH Title I office and SCH Literacy Coach cohort as requested
  • Provide leadership for literacy learnings across the school community (10 percent)
  • Meet regularly with the principal to report on progress and plan next steps
  • Network with other district Interventionists in developing, implementing and researching the literacy-based program
  • Communicate the results of the literacy program and spotlight the school as a Literacy Center
  • Advocate professional learning opportunities for instructional aides
  • Accomplish any other jobs as assigned by the principal or Title I Director
Qualifications And Education Requirements
  • Master’s degree preferred, but will accept a bachelor’s degree with an emphasis in literacy, including reading and writing
  • Indiana Educator’s License (Current)
  • Five or more years of recent successful classroom experience at the primary / intermediate level teaching reading
  • Reading intervention experience required (i.e. certified reading intervention specialist; reading endorsement; Read 180; Reading Recovery; Tier 2 and Tier 3 interventions)
  • Participation in balanced literacy professional development (i.e. 4 Block, Balanced Literacy, guided reading)
  • Highly effective interpersonal and group communication skills
  • Strong knowledge base of best practices in instruction
  • Strong work ethic, self-directed and self-motivated
Characteristics
  • Ability to sustain involvement with long-term projects and assignments
  • Ability to work effectively with a myriad of aides, teachers, administrators, parents, PTA, and various outside groups
  • Ability to perform multi-task operations
  • Ability to remain flexible and positive with the demands and assignments of the job without losing sight of the mission, task or assignment
  • Self-initiated learner
  • Ability to sustain a high energy level
  • Ability to demonstrate professionalism at all times
  • Ability to maintain credibility
  • Ability to listen and problem solve
  • Ability to acknowledge and utilize the skills and expertise of others
  • Ability to maintain a high expectation for self and others
  • Ability to work within flexible time schedules
Skills
  • Demonstrates advanced training in the area of Staff Development
  • Demonstrates professional responsibility for reading instruction
  • Demonstrates advanced training in the area of reading instruction
  • Knowledge of published reading programs and their strengths and weaknesses
  • Demonstrates knowledge of reading research and how to apply that knowledge in classroom
  • Knowledge of the reading/writing process on all levels
  • Ability to analyze assessment data to determine areas of focus for interventions
  • Ability to make appropriate short and long range plans
  • Ability to work effectively and coordinate services, programs, etc. with appropriate level of administration
  • Ability to coach and mentor aides, teachers, parents, and other professionals
  • Ability to facilitate group interactions with aides
  • Knowledge of ways and methods to appropriately extend the reading time for students within the school hours, before and after school, during summer, and within the home and community

It is the policy of the School City of Hammond not to discriminate on the basis of race, color, religion, sex, national origin, age, or disability in its programs or employment policies as required by the Indiana Civil Rights Act (I.C. 22-9.1), Title VI and VII (Civil Rights Act of 1964), the Equal Pay Act of 1973, Title IX (Educational Amendments), and Section 504 (Rehabilitation Act of 1973).

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