Grade 2-6 Math Interventionist (SSRCE)

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

2d • Onsite

About The Position

The Mathematics Intervention Teacher will work with identified students in grades 2 to 6 to provide daily mathematics instruction to address gaps in student learning focusing on two strands of the mathematics curriculum, Number and Patterns and Relations. The Mathematics Intervention Teacher will provide small group and individual intervention to students in response to student evidence, and work in classrooms to support mathematics development and the transfer of skills and strategies in accordance with best practices of mathematics.

Requirements

• Master’s degree/Certificate/Diploma (completed or in-progress) in Mathematics, or previous experience as a Mathematics Coach or Mathematics Intervention Teacher
• Leadership experience with mathematics initiatives at the school, region and/or provincial level(s).
• 5+ years of recent P–8 teaching experience, specializing in mathematics instruction and Multi-Tiered System of Supports (MTSS).
• Expertise in administering and analyzing mathematics assessments and using data to inform evidence-based, responsive instructional practices and interventions.
• Deep knowledge of the elementary mathematics curriculum, and the scope and sequence of content across grade levels.
• Demonstrated record of effective classroom practice.
• the current mathematics curriculum, grades 2-6
• Lessons Learned documents in relation to the provincial mathematics assessments (LM3 and RW6)
• authentic, balanced assessment strategies
• effective strategies for intervention and instruction based on current research
• knowledge of how students learn mathematics
• knowledge of mathematical misconceptions and common student errors
• strong interpersonal skills
• strategies for supporting students to become self-monitoring and self-extending learners
• strong oral and written communication skills
• strong planning and organizational skills
• strategies for developing and maintaining positive relationships built on trust, and collaboration to enhance planning, problem solving, risk taking, and decision making
• time management strategies to gain the maximum benefits from mathematics intervention
• strategies to interpret and respond to the changing contexts they experience from school to school, from student to student, and from one time to another
• awareness of and participation in a range of professional learning opportunities
• analyze problems and formulate recommendations that result in improved student learning and achievement
• strategies for monitoring, assessing, evaluating, and reporting on progress and success of intervention
• use of technology and the ability to integrate digital assets into the learning environment
• use of manipulatives to support the progression of mathematics learning
• use of data to improve student learning and achievement

Nice To Haves

• Master’s Degree in Leadership, Assessment, Curriculum, or Inclusive Ed. would be considered an asset.
• The ability to coach in a French Second Language environment would be considered an asset.

Responsibilities

• Provide small group and individual mathematics intervention to students within the framework established by the SSRCE
• Collaborate with classroom teachers and school-based administrators to identify students requiring intervention and support school-based TSTs and CLTs
• 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 in accordance with best practices for learning mathematics
• Provide leadership in the area of mathematics through modelling, co-teaching, and co-planning
• 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
• Embed themselves within school teams as part of CLT, TST and staff meetings in responding to student data in short cycles
• Guide teachers in using common mathematics assessments and short-cycle data to inform instruction and intervention.
• Design and facilitate professional development aligned with provincial and regional instructional priorities.
• Lead, revise, and develop shared, system-wide mathematics assessments and instructional resources.
• Maintain and submit records as outlined by the SSRCE
• Perform other related duties as required.

Benefits

• Satisfactory Child Abuse Register Check
• Satisfactory Criminal Record / Vulnerable Sector Checks

What This Job Offers

• Job Type: Full-time
• Career Level: Mid Level