Teacher, Supplemental Math and Teacher, Supplemental Literacy

Cleveland Metropolitan School District

5d•Onsite

About The Position

The Cleveland Metropolitan School District (CMSD) is seeking Teachers for Supplemental Math and Supplemental Literacy positions for the 2026-2027 school year. These grant-funded roles are available only to teachers on the CMSD Teacher recall list. The Supplemental Math Teacher will provide targeted, small-group and/or individualized instructional intervention to students needing additional support in mathematics proficiency, focusing on foundational skills, conceptual understanding, mathematical reasoning, and problem-solving. The Supplemental Literacy Teacher will provide targeted, small-group and/or one-on-one literacy intervention to students requiring additional support in foundational reading skills, grounded in the Science of Reading. Both roles involve collaborating with classroom teachers and school teams to support student achievement, close learning gaps, and ensure instructional alignment.

Requirements

Bachelor’s degree in Education, Mathematics, or a related field.
Valid teaching license/certification in mathematics.
Experience providing math instruction or intervention to K–12 students.
Strong understanding of math content, learning progressions, and instructional strategies.
Bachelor's degree in Education, Reading, Literacy, or a related field.
Valid teaching license/certification (as required by the district or state).
Demonstrated knowledge of the Science of Reading and structured literacy practices.
Experience providing literacy instruction or intervention to elementary or secondary students.
Licensed reading specialist: Must have completed the required science of reading professional learning modules and one of the following: Reading endorsement: A reading endorsement for PreK-12 appears on a teacher’s certificate as #059902. Master’s or Doctoral degree in reading: The degree must contain the words “reading” or “literacy” in the degree name or on the transcript as the major area of study, specialization or concentration. Received a passing score on the Foundations of Reading Test: This test is aligned to Ohio’s Reading Competencies.

Nice To Haves

Master's degree in Mathematics Education, Curriculum & Instruction, or a related field.
Experience working with students performing below grade level.
Familiarity with MTSS frameworks.
Master's degree in Reading, Literacy, Special Education, or a related field.
Training or certification in structured literacy programs (e.g., Orton-Gillingham–aligned, LETRS, or comparable).
Experience working within an MTSS or RTI framework.

Responsibilities

Deliver supplemental math instruction aligned to grade-level standards and district curriculum.
Provide small-group and one-on-one interventions focused on priority math skill gaps (e.g., number sense, operations, fractions, algebraic thinking, geometry).
Use explicit instruction, scaffolded practice, and multiple representations to support student understanding.
Implement district-approved, evidence-based math intervention programs and instructional resources with fidelity.
Differentiate instruction to meet the diverse academic needs of students.
Administer, review, and analyze math screening, diagnostic, and progress-monitoring assessments.
Use student performance data to plan targeted interventions and adjust instruction as needed.
Maintain clear and accurate documentation of student progress and intervention outcomes.
Collaborate with classroom teachers to ensure alignment between core instruction and supplemental intervention.
Participate in data meetings, MTSS processes, and instructional planning sessions as appropriate.
Communicate student progress with school leaders, teachers, and families when requested.
Support school-wide mathematics improvement initiatives as assigned.
Demonstrate strong content knowledge and best practices in math instruction and intervention.
Engage in ongoing professional learning related to mathematics pedagogy and intervention strategies.
Follow all district policies, procedures, and expectations.
Maintain professionalism, confidentiality, and equity-centered practices at all times.
Deliver high-quality supplemental literacy instruction aligned to the Science of Reading, including phonological awareness, phonics, fluency, vocabulary, and comprehension.
Provide small-group and individual interventions for students demonstrating reading skill gaps.
Implement district-approved, evidence-based literacy programs and intervention materials with fidelity.
Differentiate instruction based on individual student needs and data.
Administer and analyze literacy screening, diagnostic, and progress-monitoring assessments.
Use assessment data to plan instruction, monitor student progress, and adjust interventions as needed.
Maintain accurate records of student performance and intervention outcomes.
Collaborate with classroom teachers to align supplemental instruction with core literacy instruction.
Participate in data reviews and MTSS processes.
Communicate student progress with school staff, administrators, and families as appropriate.
Support literacy-related professional learning and school-wide reading initiatives when requested.
Demonstrate knowledge of current research and best practices related to the Science of Reading.
Engage in ongoing professional learning related to literacy instruction and intervention.
Comply with district policies, procedures, and timelines.
Maintain confidentiality and professionalism in all aspects of the role.