What are the responsibilities and job description for the Math Tutor / Intervention position at Gray Stone Day School?
Title: Math Tutor / Interventionist — Gray Stone Day School (GSDS) College Preparatory High School
Position summary Provide targeted, standards-aligned math tutoring and intervention for high school students to increase mastery of college-preparatory math (Math 1, Math 2 and Math 3, Precalculus, Calculus) Deliver individual and small-group instruction, progress monitoring, and collaboration with classroom teachers to close learning gaps and prepare students for college-level math.
Key responsibilities
- Deliver one-on-one and small-group tutoring/intervention focused on student needs (foundational skills, homework support, test prep, remediation, enrichment).
- Diagnose learning gaps using formative assessments and create short-term, data-driven intervention plans.
- Teach and scaffold concepts aligned to high school math standards (e.g., linear/quadratic/exponential models, functions, polynomial/rational expressions, geometry, probability & statistics), adapting instruction for varied skill levels.
- Model problem-solving strategies and mathematical practices (e.g., reasoning, perseverance, using multiple representations).
- Progress-monitor students regularly; maintain records of interventions, goals, and outcomes; report progress to teachers and families.
- Collaborate with classroom teachers to align tutoring to current curriculum, share resources, and coordinate supports.
- Prepare students for summative assessments, standardized tests, and transition to college math (study skills, test-taking strategies).
- Differentiate instruction using evidence-based strategies (explicit instruction, worked examples, manipulatives, technology).
- Create formative assessments, practice problems, and short instructional materials/maps for targeted skills.
- Support classroom accommodations and modifications for students with IEPs/504 plans as directed.
- Participate in professional development and team meetings; contribute to intervention program evaluation and continuous improvement.
Qualifications
- Bachelor’s degree in Mathematics, Education, or related field; master’s preferred.
- Teaching credential, tutoring certification, or equivalent classroom experience preferred.
- Strong content knowledge across high-school math (Algebra, Geometry, Precalculus, Statistics).
- Experience with diagnostic assessment, data-driven interventions, and progress monitoring.
- Skilled at differentiating instruction and using formative assessment strategies.
- Excellent communication and collaboration skills with students, families, and staff.
- Familiarity with college-readiness expectations and common standardized tests (e.g., SAT/ACT) a plus.
- Ability to work flexible hours (before/after school, occasional weekends).
Performance indicators / outcomes
- Demonstrable student growth on formative and summative assessments.
- Improved course pass rates and reduced failure and retake rates.
- Positive feedback from teachers, students, and families; documented intervention plans and follow-through.
- Increased student confidence and independence with college-prep math skills.
Work conditions
- On-site at school; some remote tutoring possible per program policy.
- Caseload varies; may include scheduled tutoring blocks and drop-in intervention sessions.