Provides explicit Mathematics instruction in a one-to-one or small group setting to improve specific mathematics skills of a particular child or small group of children to support regular classroom instruction.  Works with school principal and mathematics teacher to design and create intervention plans of learning aligned with regular classroom mathematics objectives and most appropriate for each child or small group of students identified as at-risk of meeting grade level mathematics proficiency.  Monitors and reports student progress and/or response to planned program of mathematics instruction and adjusts as needed to increase student mathematics achievement.

Education:  Bachelor's degree from an accredited college or university.
 
Experience:  Three years of continuous teaching experience in mathematics. Experience working with at-risk students.  Salary is based on verified years of teaching experience.
 
Certifications & Licenses:  Florida Department of Education Certification in Elementary Education K-6 for Elementary interventionist; Math 5-9 or 6-12 for Secondary interventionist.   
 

• Strong working knowledge of district approved instructional materials for mathematics instruction and intervention
• Strong working knowledge of foundational mathematics assessments including FAIR, district mathematics Interim Benchmarks, and other national norm referenced mathematics assessments
• Strong working knowledge of second language acquisition and oral language development
• Strong working knowledge of tools and district applications used to access student data
• Thorough knowledge of the NGSS and CCSS Mathematics Foundational Standards
• Working knowledge of multiple literacy assessment tools and diagnostic procedures
• Strong skills in teaching multiple levels and across diverse populations including ethnically and racially diverse students; students living in poverty; disabled students; and students whose primary language is not English
• Strong skills in providing intensive and immediate reading intervention strategies
• Strong word processing, spreadsheet, and presentation software skills
• Strong oral, written, and interpersonal communication skills
• Strong analytical skills
• Strong collaboration skills
• Ability to make a long term commitment to life-long learning and professional development in best practices
• Ability to demonstrate, model and coach effective research-based literacy instructional strategies to students in multiple instructional settings (i.e., one to one; small group; and or pullout)
• Ability to collect, analyze and utilize multiple types of data to improve student learning