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Math Intervention Teacher

** Repost - Math Intervention Teacher - 100% Term - Req#85458

 

Date: Dec 13, 2024

Location: Bridgewater, NS, CA, B4V 02A

 

 South Shore Regional Centre for Education

The South Shore Regional Centre for Education (SSRCE) practices the culturally responsive pedagogy approach in providing an inclusive, diverse, equitable, safe and healthy education that supports learning and success both personally and academically to the 59,000 residents of Lunenburg and Queens Counties, an area of 5,250 square kilometres and a total of 23 schools.

 

Regional Centres for Education have Employment Equity Policies and/or processes and we actively encourage applications from under-represented groups, particularly people of African Nova Scotian, African Canadian and African ancestry and Mi’kmaw/Indigenous ancestry. Please ensure that you complete the self-identification portion on the position application.

 

Application Deadline (mm,dd,yyyy):         01/01/2024  at 11:59 p.m.

 

Effective Date(s) (mm,dd,yyyy):               01/13/2024 - 07/31/2025

 

Position Type:                                           100% Term 

 

To apply please complete the online profile/resume. You can attach a resume to your profile, security checks, and reference letters if applicable (Please note: Failure to include your references will cause delay in processing your application.)

JOB DESCRIPTION 

 

The Mathematics Intervention Teacher will work with identified students in grades 2 to 6 to provide daily mathematics instruction to address gaps in student learning focusing on two strands of the mathematics curriculum, Number and Patterns and Relations.   

 

Mathematics Intervention Teachers are expected to: 

  • Provide small group and individual mathematics intervention to students within the framework established by the SSRCE 

  • Collaborate with classroom teachers and school-based administrators to identify students requiring intervention and support school-based TSTs and CLTs 

  • Implement strategies, activities, and techniques for promoting student learning based on each student’s prior knowledge, skills, and learning needs 

  • Work in classrooms with students and classroom teachers to support mathematics development and the transfer of skills and strategies in accordance with best practices for learning mathematics 

  • Use assessment to determine next steps 

  • Attend meetings and ongoing professional development provided for mathematics intervention teachers 

  • Monitor, assess, evaluate, and report on the impact of mathematics intervention initiatives 

  • Maintain and submit records as outlined by the SSRCE 

 

QUALIFICATIONS 

Essential: 

  • A valid Nova Scotia Teaching Certificate 

  • Minimum five (5) years recent, successful classroom teaching experience in mathematics instruction at the elementary  

  • Leadership experience with mathematics initiatives at the classroom, school, board, and/or provincial level(s) 

  • Deep knowledge of the elementary mathematics curriculum, and the scope and sequence of content across grade levels 

  • Master’s Degree/Certificate/Diploma in Mathematics completed or in progress, or demonstrated equivalent mathematics experience would be an asset 

  • Master’s Degree in Leadership, Assessment, Curriculum, or Inclusive Ed. would be an asset  

  • Bilingual with the ability to support students in a French Second Language environment would be considered an asset 

 

REQUIRED KNOWLEDGE, SKILLS, AND UNDERSTANDINGS 

Successful intervention requires that the Mathematics Support Teachers have deep understanding, knowledge, and skills in a number of key areas. These include: 

  • the current mathematics curriculum, grades 2-6 

  • Lessons Learned documents in relation to the provincial mathematics assessments (LM3 and RW6) 

  • authentic, balanced assessment strategies 

  • effective strategies for intervention and instruction based on current research 

  • knowledge of how students learn mathematics 

  • knowledge of mathematical misconceptions and common student errors 

  • strong interpersonal skills 

  • strategies for supporting students to become self-monitoring and self-extending learners 

  • strong oral and written communication skills 

  • strong planning and organizational skills 

  • strategies for developing and maintaining positive relationships built on trust, and collaboration to enhance planning, problem solving, risk taking, and decision making 

  • time management strategies to gain the maximum benefits from mathematics intervention 

  • strategies to interpret and respond to the changing contexts they experience from school to school, from student to student, and from one time to another 

  • awareness of and participation in a range of professional learning opportunities 

  • analyze problems and formulate recommendations that result in improved student learning and achievement 

  • strategies for monitoring, assessing, evaluating, and reporting on progress and success of intervention 

  • use of technology and the ability to integrate digital assets into the learning environment 

  • use of manipulatives to support the progression of mathematics learning  

  • use of data to improve student learning and achievement 

We thank you for your interest in the posted vacancy.  


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