CBVRCE 2026 NSTU-008, Math Coach/Intervention Teacher P-5, Base: Harbourside Elem. (Perm)

Nova Scotia Regional Centres for Education & CSAP•Sydney, NS

1d•Hybrid

About The Position

The Cape Breton-Victoria Regional Centre for Education (CBVRCE) is seeking applications for a Math Coach/Intervention Teacher for Grades P-5. This role is based at Harbourside Elementary and will primarily serve a family of schools, with the possibility of additional schools being added based on student needs. The CBVRCE is responsible for the public school system in Cape Breton and Victoria Counties, supporting approximately 12,000 students in 38 schools. They aim to foster a caring, dynamic, and creative educational environment that promotes learning, respect, and the development of full potential. The Centre is committed to a diverse workforce representative of the students they serve and encourages applications from Indigenous People, African Canadians, Other Racially Visible Persons, Members of the 2LGBTQI++ community, Persons with Disabilities, and Women in occupations or positions where they are under-represented. The overall purpose of the coach role is to enhance instructional effectiveness and positively impact student learning, achievement, and well-being across the P-12 system through student-focused, collaborative support to teachers via classroom and virtual coaching. The Mathematics Intervention Teacher will work with identified students to provide instruction to address gaps in mathematics understanding.

Requirements

Valid Nova Scotia Teaching Certificate.
Deep understanding of curricular expectations.
Specific content area expertise and/or training will be required, based on regional priorities and assignment.
Demonstrated proficiency in recognized instructional frameworks, such as the Gradual Release of Responsibility.
For Elementary positions: Minimum of 5 years, demonstrated record of effective classroom practice at grades Primary - 5. This experience must be recent (within the past 7 years).
Undergraduate Degree with a Major/Minor in Mathematics or the St. Mary’s University Certificate in Mathematical Sciences for Education.
Completion of the Nova Scotia Educational Leadership Cognitive Coaching or Department of Education Mathematics Mentoring Module or equivalent.
Leadership experience with Mathematics initiatives at the classroom, school, regional, and/or provincial levels are required.
Upload a completed resume with their application.
Enter 3 references, one of which is the applicant's immediate supervisor.
Update Worksite with the name of the school for each entry in Employment at NSSB in Employee File (internal candidates only).
Update the Assignment (course and/or grades taught) for each entry in Employment at NSSB in Employee File (internal candidates only).
Ensure application contains information regarding your leadership experience in math and your experience/training in providing PD.

Nice To Haves

Assignment-specific requirements (ex: French language, driver's license, membership in an employment equity group or security screening, etc.)

Responsibilities

Provide student-focused, collaborative support to teachers through classroom and virtual (synchronous and asynchronous) coaching.
Strengthen instructional practice by engaging teachers in reflective dialogue, modeling high-leverage practices, and using student evidence to inform instructional decision-making.
Engage in structured, purposeful collaboration with teachers, regional teams, system partners, and EECD to improve student achievement.
Build trust and collegial relationships with teachers that result in increased ownership of student learning.
Facilitate reflective conversations to deepen understanding of curricular expectations and co-create instructional goals.
Enhance professional learning communities at both school and regional levels, including supporting Student Success Plans (SSPs).
Work directly in classrooms with teachers to strengthen instructional design and pedagogy through co-planning, co-assessing, co-teaching, and modeling effective instructional practice.
Support responsive instruction that addresses the needs of all learners.
Model evidence-informed instructional practices aligned with Tier 1 instruction.
Utilize provincial, regional, and school-based data to inform coaching priorities.
Support teachers in using assessment evidence to guide instructional planning and next steps.
Support the use of data to identify and respond to student learning needs within Tier 1 instruction.
Mentor teachers through virtual platforms using effective pedagogies and high-leverage practices.
Collaborate with teachers online to analyze student evidence and refine instructional strategies.
Use Resource Hub analytics to monitor engagement and inform coaching supports.
Design and facilitate professional development aligned with provincial and regional instructional priorities.
Collaborate with teachers, administrators, school-based teams, regional teams, and EECD partners to align coaching efforts with student learning priorities.
Design and adapt instructional coaching approaches and contribute to the continuous improvement of the provincial asynchronous Resource Hub.
Leverage emerging digital tools and resources to enhance teaching and learning effectiveness.
Provide small group and individual mathematics intervention to students.
Collaborate with classroom teachers and school-based administrators to identify students requiring intervention.
Implement strategies, activities, and techniques for promoting student learning based on each student’s prior knowledge, skills, and learning needs.
Work in classrooms with students and classroom teachers to support mathematics development and the transfer of skills and strategies.
Use assessment to determine next steps.
Attend meetings and ongoing professional development provided for mathematics intervention teachers.
Monitor, assess, evaluate, and report on the impact of mathematics intervention initiatives.
Maintain and submit records.
Other duties may be assigned by the Director of Programs / Coordinator of Mathematics & Technology.