CBVRCE 2025 NSTU-026 - Math Coach/Intervention Teacher 6-12, Base: Dr. T.L. Sullivan, Temp. Assign.

The Cape Breton-Victoria Regional Centre for Education is reponsible for the administration of the public school system within the boundaries of Cape Breton and Victoria Counties, supporting approximately 12,000 students in 38 schools.

We foster a caring, dynamic and creative environment that provides educational opportunities, promotes a love of learning, respect for others and challenges all persons to develop their full potentional to become confident, versatile, lifelong learners and thinkers.  We are committed to ensuring the success and achievement of all students within a culturally responsive, safe and inclusive school environment.

The CBVRCE invites applications for the above noted position as we work together to create success for all students in our region.   Our goal is to be a diverse workforce that is representative, at all job levels, of the students we serve.  The Centre for Education welcomes applications from Indigenous People, African Canadian and Other Racially Visible Persons, Members of the 2SLGBTQI++ community, Persons with Disabilities and Women in occupations or positions where they are under-represented.  If you are a member of one of these equity groups, we encourage you to apply and self-identify on your application. 

Application Deadline:    Sunday September 28, 2025 by Midnight

QUALIFICATIONS

• Valid Nova Teacher's License with a minimum of five (5) years of recent and successful teaching experience in secondary mathematics 
• Experience teaching mathematics at the secondary level required
• Experience teaching mathematics at the elementary level would be an asset
• Undergraduate Degree with a Major/Minor in Mathematics or the St. Mary’s University Certificate in Mathematical Sciences for Education
• Experience and training in the planning, organization and delivery of professional development opportunities related to mathematics P-12
• Leadership experience with mathematics initiatives at the classroom, school, region, and/or provincial level(s)
• Excellent leadership, team-building, communication (written, oral and electronic) and interpersonal skills
• Completion of the Nova Scotia Educational Leadership Cognitive Coaching or Department of Education Mathematics Mentoring Module or equivalent

Applicants must demonstrate, through their application, the necessary qualifications and the required knowledge skills and understandings in this posting.  Please ensure your application contains information that addresses all of the qualifications and competencies.  This process may include an interview.

Applicants must provide the following:

• upload a completed resume with their application
• include 3 references, one of which is the applicant's immediate supervisor
• update Worksite with the name of the school for each entry in Employment at NSSB in Employee File
• update the Assignment (course and/or grades taught) for each entry in Employment at NSSB in Employee File

Mathematics Coach/Intervention Teacher 6-12

REQUIRED KNOWLEDGE, SKILLS, AND UNDERSTANDINGS

Successful Coaching and Intervention requires that the Coach/Intervention teacher have deep understanding, knowledge, and skills in a number of key areas. These include:

• the current mathematics curriculum
• authentic, balanced assessment strategies
• effective instructional strategies and intervention strategies based on current research
• knowledge of how students learn mathematics
• knowledge of mathematical misconceptions and common student errors
• strategies for supporting students to become self-monitoring and self-extending learners
• strong interpersonal skills
• 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

JOB DESCRIPTION

The Mathematics Coach/Intervention Teacher will work with teachers, school-based administrators, and identified students to support student achievement in mathematics.  The Mathematics Coach/Intervention Teacher is expected to:

• provide coaching support to teachers and administrators and to provide small group and individual mathematics intervention to students within the framework established by the Nova Scotia Department of Education and Early Childhood Development
• work in classrooms with teachers to support each teacher’s classroom-based instruction and assessment practices, and pedagogical and content knowledge
• collaborate with classroom teachers and school-based administrators to identify students requiring intervention
• 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
• use assessment to determine next steps
• attend meetings and ongoing professional development provided for mathematics coaches/ intervention teachers
• provide planning and facilitation of mathematics professional development at a region, school, and individual level
• monitor, assess, evaluate, and report on the impact of mathematics coaching and intervention initiatives
• maintain and submit records as outlined by the EECD coaching and intervention initiatives
• interpret and respond to school, region, and provincial data for Grades P-10 to improve instruction and student achievement
• time management strategies to gain the maximum benefits from the Coaching/Intervention practice
• strategies to interpret and respond to the changing contexts they experience from school to school, from teacher to teacher, 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 teacher practice and student achievement
• positive perspective on change and support others in the change process
• strategies for monitoring, assessing, evaluating, and reporting on progress and success of coaching
• use of technology and the ability to integrate digital learning environments within the classroom
• use of data to improve instruction and student achievement
• service will be provided primarily to a Family of Schools; however, other schools may be added to this position based on student evidence and school need
• other duties assigned by the Coordinator of Programs and Assessment

Salary is as per NSTU Provincial Collective Agreement