Math Intervention Specialist​/Coach - Middle Level - Pueblo ES

Math Intervention Specialist/Coach - Middle Level - Pueblo ES

Join to apply for the Math Intervention Specialist – Middle Level – Pueblo ES role at Scottsdale Unified School District.

The job of a school‑based math intervention specialist/coach involves working collaboratively with the site principal, teachers, and district personnel to support the teaching, learning, and instructional programs specific to math at their assigned campus.

Pay Grade: Certified Salary Schedule

FLSA Status: Exempt

Persons working as a site‑based math intervention specialist/coach will report to their site’s principal and collaborate with curriculum team members and other intervention specialists across the district to advance professional learning and refine instructional and coaching skills.

• Program Implementation and Compliance – Work closely with district Title I staff to ensure program compliance, complete required reports, conduct needs assessments, manage budgets, and organize special events; attend necessary trainings and meetings.
• Learner Facilitator – Coordinate, design, facilitate, or evaluate collaborative, job‑embedded, standards‑based professional development aligned with school improvement goals.
• Resource Provider – Locate information, resources, and equipment to support instruction.
• Data Coach – Assist teachers in reviewing multiple forms of student achievement data, perception data, demographic data, and school process data to drive instructional decisions at the school and classroom level.
• Curriculum Supporter – Develop and support teachers’ content knowledge and work with district‑level curriculum specialists in adopting the curriculum.
• Instructional Supporter – Support teachers in selecting effective, research‑based instructional strategies aligned with school improvement goals; work directly with students in instructional settings, including small groups and individuals.
• Classroom Supporter – Model or conduct demonstration classrooms, co‑teach, observe, and provide non‑evaluative feedback on instruction or management.
• Mentor – Support new teachers and teachers with new campus, grade level, or content area experience.
• School Leader – Collaborate with the assigned school’s formal leadership to plan, implement, and assess school change initiatives.
• Catalyst for Change – Support and influence positive change on the assigned campus.

An math intervention specialist and coach supports teachers in the following ways:

• Providing strategies for improving classroom management
• Discussing strategies for increasing learner engagement
• Collaborating before and/or after lessons
• Co‑creating assessments
• Co‑planning a lesson or instructional unit
• Co‑teaching a lesson
• Facilitating protocols for looking at student work/data
• Strategies for differentiating instruction
• Facilitating study groups with teams of teachers
• Demonstrating lessons
• Lessons studies (plan, teach, reflect cycle)
• Arranging for teachers to observe one another
• Supporting the site’s Title I Continuous Improvement Plan
• Other duties as assigned

• Bachelor’s degree or higher from an accredited institution
• Master’s degree preferred
• Arizona teacher certification aligned to grade levels where assigned
• Minimum five years successful teaching experience preferred
• Reading endorsement preferred
• Commitment to lifelong learning
• Knowledge of and experience demonstrating best practice research strategies
• Active participation in school improvement initiatives
• Evidence of teacher leadership within the school and/or district
• Proficient in using technology (specifically Excel at some sites)

• Self‑motivation
• High energy level
• Verbal and written communication skills
• Attention to detail
• High work standards
• Problem solving
• Decision making
• Organizing and planning
• Learning orientation
• Critical thinking
• Stress tolerance
• Flexibility
• Adaptability
• Initiative

Positions in this class typically require stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, finger dexterity, grasping, talking, hearing, seeing, and repetitive motions. Medium work:
Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Incumbents may be subjected to moving mechanical parts, odors, chemicals, extreme temperatures, inadequate lighting, workspace restrictions, and intense noises.

The above job description is intended represent only the key areas of responsibilities; specific position assignments will vary depending on the needs of the school.