CBVRCE 2026 NSTU-002, Math Coach/Intervention Teacher P-5, Base: Glace Bay Elem. (Perm)

The Cape Breton-Victoria Regional Centre for Education is responsible 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 potential 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, Membersof the 2LGBTQI++ 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:   Wednesday May 27, 2026 by Midnight

Coach/Intervention (Math) - Grades P-5 - Base:  Glace Bay Elementary

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.

QUALIFICATIONS

Essential:

Curriculum Expertise: Deep understanding of curricular expectations. Specific content area expertise and/or training will be required, based on regional priorities and assignment.

In addition to the knowledge, skills and abilities outlined in the job description, this job may include other, assignment-specific requirements (ex: French language, driver's license, membership in an employment equity group or security screening, etc.)

Certification: Must hold a valid Nova Scotia Teaching Certificate. 

Instructional Frameworks: Demonstrated proficiency in recognized instructional frameworks, such as the Gradual Release of Responsibility. 

For Elementary positions:  Minimum of 5 years, demonstrated record of effective classroom practice at grades Primary - 5. This experience must be recent (within the past 7 years).

For Secondary positions: Minimum of 5 years, demonstrated record of effective classroom practice at grades 6-9. This experience must be recent (within the past 7 years).; Undergraduate Degree with a Major/Minor in Mathematics or the St. Mary’s University Certificate in Mathematical Sciences for Education.

Completion of the Nova Scotia Educational Leadership Cognitive Coaching or Department of Education Mathematics Mentoring Module or equivalent

Leadership experience with Mathematics initiatives at the classroom, school, regional, and/or provincial levels are required.

Applicants must:

• upload a completed resume with their application
• enter 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 (internal candidates only)
• update the Assignment (course and/or grades taught) for each entry in Employment at NSSB in Employee File (internal candidates only
• ensure application contains information regarding your leadership experience in math and your experience/training in providing PD

COACH JOB DESCRIPTION:

Overall Purpose

The overall purpose is to enhance instructional effectiveness and positively impact student learning, achievement, and well-being across the P-12 system. The coach is responsible for providing student focused, collaborative support to teachers through classroom and virtual (synchronous and asynchronous) coaching. The coach strengthens instructional practice by engaging teachers in reflective dialogue, modeling high-leverage practices, and using student evidence to inform instructional decision-making.  

Key Responsibilities

1. Professional Collaboration & Collective Efficacy

• Coaches will engage in structured, purposeful collaboration with teachers, regional teams, system partners, and EECD to improve student achievement.
• Coaches will build trust and collegial relationships with teachers that result in increased ownership of student learning.
• Coaches will facilitate reflective conversations to deepen understanding of curricular expectations and co-create instructional goals.
• Coaches will enhance professional learning communities at both school and regional levels, including supporting Student Success Plans (SSPs).

2. Classroom Embedded Coaching & Collaboration

• Coaches will work directly in classrooms with teachers to strengthen instructional design and pedagogy through co-planning, co-assessing, co-teaching, and modeling effective instructional practice.
• Coaches will support responsive instruction that addresses the needs of all learners.
• Coaches will model evidence-informed instructional practices aligned with Tier 1 instruction.

3. Assessment, Data, & Intervention

• Coaches will utilize provincial, regional, and school-based data to inform coaching priorities.
• Coaches will support teachers in using assessment evidence to guide instructional planning and next steps.
• Coaches will support the use of data to identify and respond to student learning needs within Tier 1 instruction.

4. Virtual Coaching & Collaboration

• Coaches will mentor teachers through virtual platforms using effective pedagogies and high-leverage practices.
• Coaches will collaborate with teachers online to analyze student evidence and refine instructional strategies.
• Coaches will use Resource Hub analytics to monitor engagement and inform coaching supports.

5. Professional Learning Design

• Coaches will design and facilitate professional development aligned with provincial and regional instructional priorities.

6. Contacts

• Coaches will collaborate with teachers, administrators, school-based teams, regional teams, and EECD partners to align coaching efforts with student learning priorities.

7. Innovation

• Coaches will design and adapt instructional coaching approaches and contribute to the continuous improvement of the provincial asynchronous Resource Hub.
• Coaches will leverage emerging digital tools and resources to enhance teaching and learning effectiveness.

Other duties may be assigned by the Director of Programs / Coordinator of Mathematics & Technology.

Reporting Relationships

This Job Reports to: Reports to the School Principal (for school-based assignments) or the Regional Director/Coordinator (for region-based assignments).

MATH INTERVENTION JOB DESCRIPTION

The Mathematics Intervention Teacher will work with identified students to provide instruction to address gaps in mathematics understanding. Mathematics Intervention Teachers are expected to:

• provide small group and individual mathematics intervention to students
• 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 intervention teachers
• monitor, assess, evaluate, and report on the impact of mathematics intervention initiatives
• maintain and submit records 
• 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 as assigned by the Director of Programs / Coordinator of Mathematics & Technology

Salary is as per NSTU Provincial Collective Agreement