Math Instructional Interventionist

• Bachelor's degree from an accredited university; master's degree preferred.

• Valid Texas teaching certificate appropriate for assigned grade levels/subject area.

• Strong knowledge of mathematics curriculum, instruction, and intervention practices.

• Knowledge of Texas Essential Knowledge and Skills (TEKS), STAAR mathematics expectations, and vertical alignment from elementary mathematics through Algebra I.

• Ability to analyze student performance data and translate findings into instructional action.

• Ability to coach adult learners, model effective instruction, and provide constructive feedback.

• Knowledge of Tier I, Tier II, and Tier III intervention systems and progress monitoring.

• Strong organizational, communication, collaboration, and interpersonal skills.

• Three to five years of successful classroom teaching experience preferred, with demonstrated success in mathematics instruction and student growth.

• Experience with instructional coaching, intervention, curriculum development, or campus/district instructional leadership preferred.

1. Work collaboratively with mathematics teachers to establish realistic and measurable goals for student achievement and academic growth.

2. Observe mathematics instruction and provide non-evaluative feedback, coaching, and collaborative problem solving to strengthen instructional practice.

3. Model effective mathematics lessons, small-group instruction, intervention strategies, differentiation, and use of academic vocabulary and rigor.

4. Co-plan and, when appropriate, co-teach mathematics lessons with classroom teachers.

5. Help teachers develop strategies for moving students from Did Not Meet to Approaches, Approaches to Meets, and Meets to Masters.

6. Plan and provide professional development related to mathematics instruction, curriculum, assessment, intervention, and student growth.

7. Assist the Director of Curriculum and Instruction in reviewing, aligning, and strengthening mathematics curriculum from elementary grades through Algebra I.

8. Help ensure alignment among the TEKS, district curriculum, instructional materials, common assessments, CBAs, benchmarks, and STAAR expectations.

9. Identify prerequisite skill gaps and vertical alignment needs between grade levels and work with teachers to address them.

10. Assist with implementation and evaluation of district mathematics curriculum, instructional resources, and intervention materials.

11. Research effective mathematics instructional practices and provide recommendations to the Director of Curriculum and Instruction and campus leadership.

12. Work with the Director of Curriculum and Instruction and campus leadership to analyze mathematics performance by district, campus, grade level, teacher, student group, and individual student.

13. Maintain and review mathematics achievement and academic growth data throughout the school year.

14. Identify students who are below Approaches, approaching Meets, approaching Masters, or not on track to meet expected academic growth.

15. Assist campuses in developing instructional responses based on CBA, benchmark, STAAR, and other assessment results.

16. Help monitor mathematics performance of Special Education, English Learner, Economically Disadvantaged, High Focus, and other accountability student groups.

17. Evaluate whether mathematics interventions are producing measurable student improvement and recommend adjustments when necessary.

18. Assist the Director of Curriculum and Instruction with mathematics accountability projections, data reviews, and improvement planning.

19. Assist campuses in developing effective mathematics intervention systems that supplement and strengthen core instruction.

20. Help identify students requiring Tier II and Tier III mathematics intervention and determine appropriate instructional responses.

21. Develop or recommend targeted intervention strategies based on individual student skill deficits and current performance data.

22. Provide limited direct small-group student instruction when needed to model strategies, assess intervention effectiveness, or address identified priority needs.

23. Coach teachers and intervention staff responsible for delivering mathematics intervention.

24. Monitor intervention progress and help campuses determine when students should enter, adjust, or exit intervention services.

25. Build positive, collaborative relationships with teachers, administrators, students, and staff across the district.

26. Compile, maintain, and file reports, records, data summaries, and other documents required by the district.

27. Participate in district and campus instructional meetings, professional development, and planning activities as assigned.

28. Comply with policies established by federal and state law, State Board of Education rule, and local board policy.

29. Follow district safety protocols and emergency procedures.

None. This position is intended to support and coach teachers and staff and is not responsible for formal teacher evaluation.

• Tools/Equipment Used: Standard office equipment, personal computer and peripherals, instructional technology, and mathematics instructional materials.

• Posture/Motion: Prolonged sitting and standing; frequent walking; occasional bending, stooping, reaching, pushing/pulling, and lifting of instructional materials.

• Environment: Work inside; frequent districtwide travel among campuses; occasional regional or statewide travel.

• Mental Demands: Work with frequent interruptions; maintain emotional control under stress; manage multiple priorities and deadlines.