Campus Mathematics Instructional Lead

• Partner with teachers to strengthen core mathematics instruction.

• Support and ensure effective implementation of the District’s High-Quality Instructional Materials (HQIM).

• Cultivate a positive instructional culture by guiding teachers in planning, delivering, and assessing rigorous, standards-aligned mathematics instruction.

• Lead and support the lesson internalization process to ensure purposeful, student-centered planning.

• Model effective literacy practices and co-teach in classrooms to demonstrate high-impact instructional strategies.

• Provide non-evaluative, job-embedded coaching through observation, feedback, co-teaching, and collaborative lesson design that centers teacher voice and reflection.

• Facilitate Professional Learning Communities (PLCs) focused on data-driven instruction and continuous improvement.

• Analyze student performance data to inform instructional decisions, monitor progress, and identify trends.

• Support teachers in differentiating instruction to meet the diverse academic and linguistic needs of all learners.

• Provide targeted small-group and/or individual math interventions for students identified through MTSS/RtI processes.

• Maintain accurate records of intervention services and progress data.

• Communicate regularly with families regarding student growth and support strategies.

• Develop and implement intervention plans aligned to grade-level standards.

• Monitor student progress and maintain accurate documentation of intervention data.

• Assist in differentiating instruction to meet diverse learner needs.

• Collaborate with classroom teachers to align intervention strategies with core instruction.

• Participate in MTSS/RtI meetings and contribute data to inform student placement and instructional adjustments.

• Communicate student progress with families as appropriate.

• Stay current with research and best practices in mathematics instruction and intervention.

• Support school-wide math initiatives and family math events.

• Maintain confidentiality.

• Perform other duties as assigned.

Education/Certification:

• Bachelor’s degree in education or related field
• Valid state teaching certification in Mathematics or Elementary Education (as applicable)

Special Knowledge/Skills:

• Minimum of 3–5 years of successful classroom teaching experience in mathematics

• Demonstrated expertise in math pedagogy and intervention strategies
• Strong knowledge of standards-based instruction and formative assessment practices
• Deep understanding of mathematical content and instructional best practices
• Ability to analyze and interpret student data to drive instruction
• Strong coaching, communication, and facilitation skills
• Ability to build positive, collaborative relationships with staff and students
• Strong organizational and time-management skills to balance coaching and intervention responsibilities
• Commitment to equity and high expectations for all students
• Strong working knowledge of technology platforms utilized to analyze data, implement curriculum, and provide feedback for teachers (Branching Minds, HQIM resources, etc.)

Mental Demands/Physical Demands/Environment Factors:

• Tools/Equipment Used: Standard office equipment including personal computer and peripherals
• Posture: Prolonged standing/sitting, frequent kneeling/squatting, bending/stooping, pushing/pulling, twisting
• Motion: Repetitive hand motions, frequent keyboarding and use of mouse, frequent walking
• Lifting: Occasional lifting of instructional materials
• Environment: Split schedule between classrooms(coaching/modeling) and designated intervention settings; occasional district travel and prolonged hours
• Mental Demands: Maintain emotional control under stress