Part-time Math Interventionist

Mount Vernon School•Sandy Springs, GA

8d•Onsite

About The Position

The Lower School Math Interventionist partners with teachers, Learning Coaches, and division leadership to identify students who need additional support in mathematics and to provide targeted, evidence-based intervention. This role combines direct work with small groups and individual students and collaborative work with faculty, so that intervention strengthens, rather than runs parallel to, the learning happening in classrooms. The ideal candidate is a skilled math educator, a patient and encouraging teacher, and a thoughtful colleague who helps build math confidence in students, including those with learning differences. This is a part-time hourly role. The schedule is coordinated with Lower School Administration, and the hourly wage is based on experience.

Requirements

Bachelor's degree in education, mathematics, or a related field.
At least three years of experience teaching and/or tutoring mathematics at the K-5 level, including work with students with neurodevelopmental conditions such as ADHD, Dyslexia, Dyscalculia, Dysgraphia, and processing differences.
Working knowledge of evidence-based math intervention practices, including training or certification in a structured math intervention program (ex. Math Recovery, Bridges Intervention, Do The Math).
Experience administering and interpreting math assessments and using data to guide instruction.
Strong interpersonal and communication skills, with the ability to build trusting relationships with students, colleagues, and families.

Nice To Haves

Familiarity with competency-based or inquiry-driven learning environments.
Working knowledge of multi-tiered systems of support (MTSS/RTI)
Experience providing coaching or professional learning to adult colleagues

Responsibilities

Up to 20 hours per week, with a majority of effort focused currently on supporting Grade 5
Administer and interpret universal screeners and diagnostic assessments (including mClass Math and MAP Growth) to identify students' specific strengths and gaps in foundational number sense, computation, and problem solving.
Collaborate with teachers, Learning Coaches, and the Head of Learning and Innovation to analyze data and determine which students would benefit from intervention and at what level of intensity.
Design and deliver small-group and individual intervention sessions using research-based approaches such as concrete-representational-abstract (CRA) sequencing, explicit strategy instruction, and mathematical discourse.
Align intervention goals with grade-level competencies so students can transfer new skills back into classroom learning and project work.
Create a supportive environment that builds students' mathematical identity and reduces math anxiety.
Set measurable goals for each student and track progress at regular intervals, adjusting instruction based on what the data shows.
Maintain clear, organized records of intervention plans, attendance, and student growth.
Participate in student support team meetings and collaboration with Academic Resource team (Learning Coaches) as needed to contribute to decisions about moving students into, between, or out of intervention.
Communicate with families about their child's goals, progress, and ways to support mathematical thinking at home.
Partner with division leadership on family conferences and progress reports as needed.
Co-plan with teachers and share intervention strategies and tools that can be used in Tier 1 instruction.
Contribute to professional learning on math instruction and intervention as appropriate.