Math Intervention Specialist (0.5 FTE) - Pueblo ES

PAY GRADE: Certified Salary Schedule

FLSA STATUS: Exempt

POSITION OBJECTIVE:

The job of a school-based math intervention specialist/coach involves working collaboratively with their site principal(s) and teachers and with district level personnel to support the teaching learning and instructional programs specific to math at their assigned campus.

DUTIES & RESPONSIBILITIES: (These duties are a representative sample; position assignments may vary.)

Persons working as site-based math intervention specialist/coach will report to their sites principal. Math intervention specialists will collaborate with curriculum team members and any other interventions specialists across the district to further their professional learning and refine their instructional and coaching skills.

Math intervention specialists have complex multi-faceted roles that are largely determined by the unique needs and school improvement goals of the site to which they are assigned. These multi-faceted roles may include (but are not limited to) the following:

Program Implementation and Compliance Working closely with district Title I staff to ensure program compliance completion of required reports needs assessments budgets parenting program compliance and organization of special events as well as attending necessary trainings and meetings

Learner Facilitator Coordinating designing facilitating and/or evaluating collaborative job-embedded standards-based professional development aligned with school improvement goals

Resource Provider Locating information resources and equipment to support instruction

Data Coach Assisting teachers in looking at multiple forms of student achievement data perception data demographic data and school process data to drive instructional decisions at the school level and the classroom level

Curriculum Supporter - Developing and supporting teachers content knowledge and working with district level curriculum specialists in the implementation of adopted curriculum

Instructional Supporter - Supporting teachers in selecting effective research-based instructional strategies to meet the varied learning needs of their students aligned with school improvement goals; Working directly with students in instructional settings including small groups and with individuals

Classroom Supporter Modeling or conducting demonstration classrooms co-teaching or observing and giving non-evaluative feedback on instruction or management

Mentor Supporting teachers new to the profession and supporting the teachers with experience that may be new to a campus or grade level or content area

School Leader Collaborating with assigned schools formal leadership to plan implement and assess school change initiatives

Catalyst for change Support and influence positive change on their assigned campus

An math intervention specialist and coach supports teachers in the following ways:

• Providing strategies for improving classroom management
• Discussing strategies for increasing learner engagement
• Collaborating before and/or after lessons
• Co-creating assessments
• Co-planning a lesson or instructional unit
• Co-teaching a lesson
• Facilitating protocols for looking at student work/data
• Strategies for differentiating instruction
• Facilitating study groups with teams of teachers
• Demonstrating lessons
• Lessons studies (plan teach reflect cycle)
• Arranging for teachers to observe one another
• Supporting the sites Title I Continuous Improvement Plan
• Other duties as assigned

EDUCATION & EXPERIENCE (positions in this class typically require):

• Bachelors degree or higher from an accredited institution
• Masters degree preferred
• Arizona teacher certification aligned to grade levels where assigned
• Minimum five years successful teaching experience preferred
• Reading endorsement preferred
• Commitment to lifelong learning
• Knowledge of and experience demonstrating best practice research strategies
• Active participation in school improvement initiatives
• Evidence of teacher leadership within the school and/or district
• Proficient in using technology (specifically Excel at some sites)

KEY COMPETENCIES (position requirements at entry):

• Self-motivation
• High energy level
• Verbal and written communication skills
• Attention to detail
• High work standards
• Problem solving
• Decision making
• Organizing and planning
• Learning orientation
• Critical thinking
• Stress tolerance
• Flexibility
• Adaptability
• Initiative

PHYSICAL REQUIREMENTS:

Positions in this class typically require: stooping kneeling crouching reaching standing walking pushing pulling lifting finger dexterity grasping talking hearing seeing and repetitive motions.

Medium Work: Exerting up to 50 pounds of force occasionally and/or up to 20 pounds of force frequently and/or up to 10 pounds of force constantly to move objects.

Incumbents may be subjected to moving mechanical parts odors chemicals extreme temperatures inadequate lighting workspace restrictions and intense noises.

NOTE:

The above job description is intended to represent only the key areas of responsibilities; specific position assignments will vary depending on the needs of the school.

Required Experience:

Unclear Seniority