Math Interventionist (Alan Shepard Elementary)

North Scott Schools is looking to hire a Math Interventionist at Alan Shepard Elementary School.

BEGINNING: 2026-2027 School Year

QUALIFICATIONS:

• Valid Iowa Teaching License
• Experience in math instruction employing evidence based practices

REPORTS TO: Building Principal

JOB GOALS:

• Accelerate learning for students receiving intervention
• Support core math instruction district wide (K-8) through a consultation model in which data is gathered and best practice is shared.

PERFORMANCE RESPONSIBILITIES:

Provides direct instruction to students identified as eligible for math intervention in individual, and/or small group settings.

• Uses identified needs to guide the learning process toward accelerated learning and achievement of district’s math standards.
• Establishes clear objectives for all lessons using formal and informal assessment data.
• Use evidence based practices to deliver instruction, including the use of a variety of manipulatives and hands-on activities to support learning.
• Maintains data-based documentation of continuous monitoring of student performance and progress.
• Creates an environment that is conducive to learning and appropriate to the maturity and interests of students.
• Collaborates with general education teachers to support student learning in and out of the intervention setting.
• Collaborates with district math interventionists on a weekly basis.
• Support core math instruction at the elementary and junior high through a consultation model in which data is gathered and best practice is shared.
• Provides data to school teams and participates in decisions about student progress.
• Communicates with teachers, administration, and families regarding student progress.
• Provides input for program development.
• Performs other related duties as assigned.
• Meet all Iowa Teaching Standards (outlined below)

Standard 1

Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals.

Criteria

The teacher:

• Provides multiple forms of evidence of student learning and growth to students, families, and staff.
• Implements strategies supporting student, building, and district goals.
• Uses student performance data as a guide for decision making.
• Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
• Creates an environment of mutual respect, rapport, and fairness.
• Participates in and contributes to a school culture that focuses on improved student learning.
• Communicates with students, families, colleagues, and communities effectively and accurately.

Standard 2

Demonstrates competence in content knowledge appropriate to the teaching position.

Criteria

The teacher:

• Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
• Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
• Relates ideas and information within and across content areas.
• Understands and uses instructional strategies that are appropriate to the content area.

Standard 3

Demonstrates competence in planning and preparing for instruction.

Criteria

The teacher:

• Uses student achievement data, local standards, and the district curriculum in planning for instruction.
• Sets and communicates high expectations for social, behavioral, and academic success of all students.
• Uses student’s developmental needs, backgrounds, and interests in planning for instruction.
• Selects strategies to engage all students in learning.
• Uses available resources, including technologies, in the development and sequencing of instruction.

Standard 4

Uses strategies to deliver instruction that meets the multiple learning needs of students.

Criteria

The teacher:

• Aligns classroom instruction with local standards and district curriculum.
• Uses research-based instructional strategies that address the full range of cognitive levels.
• Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
• Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
• Connects students’ prior knowledge, life experiences, and interests in the instructional process.
• Uses available resources, including technologies, in the delivery of instruction.

Standard 5

Uses a variety of methods to monitor student learning.

Criteria

The teacher:

• Aligns classroom assessment with instruction.
• Communicates assessment criteria and standards to all students and parents.
• Understands and uses the results of multiple assessments to guide planning and instruction.
• Guides students in goal setting and assessing their own learning.
• Provides substantive, timely, and constructive feedback to students and parents.
• Works with other staff and building and district leadership in analysis of student progress.

Standard 6

Demonstrates competence in classroom management.

Criteria

The teacher:

• Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
• Establishes, communicates, models, and maintains standards of responsible student behavior.
• Develops and implements classroom procedures and routines that support high expectations for student learning.
• Uses instructional time effectively to maximize student achievement.
• Creates a safe and purposeful learning environment.

Standard 7

Engages in professional growth.

Criteria

The teacher:

• Demonstrates habits and skills of continuous inquiry and learning.
• Works collaboratively to improve professional practice and student learning.
• Applies research, knowledge, and skills from professional development opportunities to improve practice.
• Establishes and implements professional development plans based upon the teacher’s needs aligned to the Iowa teaching standards and district/building student achievement goals.
• Provides an analysis of student learning and growth based on teacher created tests and authentic measures as well as any standardized and district-wide tests.

Standard 8

Fulfills professional responsibilities established by the school district.

Criteria

The teacher:

• Adheres to board policies, district procedures, and contractual obligations.
• Demonstrates professional and ethical conduct as defined by state law and district policy.
• Contributes to efforts to achieve district and building goals.
• Demonstrates an understanding of and respect for all learners and staff.
• Collaborates with students, families, colleagues, and communities to enhance student learning.

TERMS OF EMPLOYMENT: Ten month year. Salary established by the Board.

EVALUATION: Performance of this job will be evaluated in accordance with Provisions Of the Board’s Policy and master contract.