2026-2027 1.0 FTE Math Intervention Teacher - Cocopah MS

Scottsdale USD 48•Scottsdale, AZ

About The Position

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. Persons working as site-based math intervention specialist/coach will report to their site’s 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 school’s 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 site’s Title I Continuous Improvement Plan Other duties as assigned

Requirements

Bachelor’s degree or higher from an accredited institution
Arizona teacher certification aligned to grade levels where assigned
Minimum five years successful teaching experience 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)
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

Nice To Haves

Master’s degree preferred
Reading endorsement preferred

Responsibilities

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 school’s formal leadership to plan, implement and assess school change initiatives
Catalyst for change – Support and influence positive change on their assigned campus
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 site’s Title I Continuous Improvement Plan
Other duties as assigned