Long-Term Substitute Math Interventionist
: Job Details :

Position Type: Middle School Teaching/Math InterventionistDate Posted: 9/20/2024Location: Western Middle SchoolDate Available: As soon as filledClosing Date: UntilfilledGreenwich Public Schools seeks a long-term substitute math interventionist from approximately September 27, 2024, through approximately December 20, 2024; the position carries full salary and benefits for the duration of the assignment, and will work with students enrolled in math courses up to and including Algebra 1. Position Purpose The math interventionist will provide direct instruction to students performing below expectations, with special attention to Tier II and Tier III instruction, and will support classroom teachers in a coaching capacity to share strategies to support effective Tier I interventions. The math interventionist will provide direct instruction, teaching individual or small groups of students struggling academically. The math interventionist also is responsible for monitoring student performance, reporting and communicating student progress and performance to teachers and/or members of the student assistance team. The math interventionist will also coach teachers on strategies to support student learning and growth in mathematics. Essential Functions

• Monitor student performance, reporting and communicating student progress and performance to teachers and/or other school staff
• Use and promote research-based interventions
• Promote a classroom environment that is safe and conducive to individualized small-group instruction and student learning
• Receive and screen referrals from teachers, instructional data teams, and administrators
• Use diagnostic information to design individualized programs for each student and interpret results to classroom teachers
• Coach teachers on effective, research-based best practices, co-teaching and/or modeling lessons for individual teachers as needed / when appropriate
• Work collaboratively with building principal to provide consistent, high expectations for all students
• Provide professional learning opportunities for staff to share expertise
• Be a leader in the intervention process (MTSS) for the school

Knowledge, Skills, and Abilities

• Excellent interpersonal and communication skills
• Knowledge of current teaching methods and educational pedagogy, as well as differentiated instruction based upon student learning styles
• Ability to establish and maintain cooperative working relationships
• Ability to apply instructional strategies
• Strong organizational skills
• Ability to maintain effective relationships with teachers, students, and administrators
• Ability to assess student performance and monitor growth
• Ability to provide strong mathematics Tier II/III instruction to students in need of intervention
• Knowledge of the progression of mathematical content and instructional practices related to mathematics 6-8
• Knowledge of effective coaching strategies

Qualifications Profile

• Active CT State Teacher Certification, or eligibility for such, in teaching elementary or middle grades, with preference for candidates with background in teaching mathematics