Math InterventionistTeacher

Greater Lawrence Technical School (GLTS) is seeking a dedicated Math Interventionist/Teacher to support students who have been identified through district assessments as needing additional mathematics support. This role is instrumental in providing targeted instruction to help students build foundational math skills and access grade-level standards in their core mathematics courses. The Math Interventionist will work with students during the school day to reinforce mathematical concepts address skill gaps and promote confidence in mathematics.

This is an evolving role within a developing intervention model. The Math Interventionist/Teacher will play an active role in shaping and refining the structure of supports to best meet student needs.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES:

The primary focus of this position is to provide targeted math intervention to students who require additional support in order to successfully access grade-level mathematics curriculum and coursework.

Direct Student Support:
Provide targeted math intervention to students identified through district assessments. Support students in developing foundational skills reinforcing grade-level content and building mathematical understanding necessary for success in core math courses.

Flexible Instructional Delivery:
Deliver intervention services using a variety of instructional models including but not limited to small group instruction push-in support co-teaching and pull-out intervention. The Math Interventionist/Teacher should be flexible and responsive to student needs and program development.

Skill Development and Intervention:
Use research-based instructional strategies to address gaps in mathematical understanding including number sense problem-solving algebraic reasoning and conceptual understanding aligned to grade-level standards.

Data-Driven Instruction:
Utilize district assessment data and progress monitoring tools to identify student needs adjust instruction and monitor student growth toward grade-level proficiency.

Collaboration:
Work collaboratively with mathematics teachers instructional coaches special education staff and administrators to align intervention strategies with core classroom instruction and student needs.

Program Development and Innovation:
Contribute to the development and refinement of the schools math intervention model. Provide feedback ideas and recommendations to support continuous improvement and diversification of intervention supports.

Potential Teaching Responsibilities:
While the primary focus of this role is math intervention the Math Interventionist/Teacher may as needed support the department by teaching core mathematics courses. This flexibility helps ensure continuity of instruction while maintaining intervention as the primary responsibility.

Learning Environment Management:
Foster a supportive student-centered learning environment that encourages perseverance confidence and growth in mathematics.

EDUCATION AND EXPERIENCE:

* Bachelors degree in Mathematics Education or a related field (Masters Degree Preferred).

* Experience providing math intervention tutoring or instruction in middle or high school settings preferred.

*Experience working with diverse learners including students with learning gaps and varying academic needs.

CERTIFICATES AND LICENSES:

*Valid Massachusetts Department of Elementary and Secondary Education (DESE) license in Mathematics (required).

*Moderate Disabilities or related licensure (Preferred but not required)

ABILITY KNOWLEDGE AND SKILLS:

Mathematical Content Knowledge:
Strong understanding of secondary mathematics content and progression of mathematical standards.

Intervention Strategies:
Knowledge of evidence-based math intervention strategies and differentiated instruction.

Data Literacy:
Ability to interpret assessment data and implement targeted instructional support.

Communication:
Strong verbal and written communication skills to effectively collaborate with staff and support students.

Interpersonal Skills:
Must be patient flexible and possess a strong student-centered approach to instruction.

WORK ENVIRONMENT:

The work environment characteristics described here are representative to those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the duties of this job the employee is frequently required to stand and talk or hear. The employee frequently is required to walk. The employee must occasionally lift and/or move up to 10 pounds; for example school supplies and books.
• Specific vision abilities required by this job include close vision such as to read handwritten or typed material and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.
• The noise level in the work environment is moderate to loud.

All educational and non-academic programs activities and employment opportunities at Greater Lawrence Technical School are offered without regard to race color sex religion national origin ethnicity sexual orientation gender identity homelessness age and/or disability and any other class or characteristic protected by law.

Required Experience:

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