The vision of the Arlington Public Schools is to be an equitable educational community where all learners feel a sense of belonging, experience growth and joy, and are empowered to shape their own futures and contribute to a better world.

POSITION: Elementary Mathematics Interventionist

LOCATION: Elementary Schools

POSITION GOAL: Elementary intervention aims to provide Tier II and III services through push-in and pull-out models for identified students. Interventionists achieve this through partnerships with teachers, specialists, special educators, coaches, building-based leaders (principals and assistant principals), curriculum directors, and district administrators.

QUALIFICATIONS:

• Relevant grade-level mathematics teacher certification, either K-5 Elementary Teacher or Elementary Mathematics Specialist
• Five or more years of successful classroom teaching experience
• Deep knowledge of current curriculums and state frameworks
• Content and pedagogical understanding of elementary mathematics
• Experience differentiating mathematics instruction for all learners
• Strong knowledge and understanding of Multi-Tiered System of Supports (MTSS) and Universal Design for Learning (UDL)
• Ability to work collaboratively and effectively with teachers, coaches, staff, and leadership
• Experience communicating with parents/guardians about how children learn mathematics
• Experience with standards-based assessment and effective use of student data
• Ability to analyze data and familiarity with spreadsheets
• Administer, score, and interpret diagnostic instruments, including AMC Anywhere, benchmark assessments, and fluency screeners
• Ability to discuss aggregated and disaggregated student learning data with teachers, coaches, and leadership
• Ability to weave intervention into classroom instruction and maintain communication with classroom teachers.

PERFORMANCE RESPONSIBILITIES:

• Work in one school as a student interventionist and are closely connected to those schools’ leaders, leadership teams, coaches, teachers, specialists, other interventionists, and teaching assistants.
• Primarily work with students on developing their understanding of mathematics through their strengths either in a push in or a pull out format
• Collaborate with specialists, other interventionists, special educators, and teacher leaders to foster a Multi-Tiered System of Support. With coaches working primarily with adult educators and specialists/interventionists working primarily with students, these educational professionals can collaboratively support the refinement and delivery of tiered instruction across grade levels.
• Collaborate closely with Sheltered English Immersion (SEI) students and staff to support Multilingual learners (MLs).
• Connect regularly with their designated:
• Role-alike interventionists across schools with the Lead Mathematics Coach and the k-12 Director of Mathematics and Computer Science (twice monthly, or as needed)
• Cross-role intervention groups, including reading intervention
• Designated school Instructional Leadership Teams (ILT) (monthly)
• Designated school principal/assistant principal (brief weekly check-ins)
• Assist in ordering math materials for teacher and student use.

TERMS OF

EMPLOYMENT: Arlington Education Association Bargaining Unit Position

REPORTS TO: K-12 Mathematics and Computer Science Director (primary) and building principals (contributing).

SALARY: Per the Arlington Education Association Contract

EVALUATION: The performance of this job will be evaluated as per the Arlington Education Association Contract. The K-12 Mathematics and Computer Science Director will complete evaluations with support from the building principals.

The Arlington Public Schools are committed to creating an inclusive and safe learning and working environment that reflects a diversity of perspectives, values, and experiences. We welcome staff who are aware of the role that bias and prejudice play in society, are creative and willing to try new approaches, and are reflective about their daily practice. We are looking for candidates who welcome a challenge, are eager to collaborate and contribute to the success of students, are ready to engage in two-way partnership with families, and who will contribute their diverse talents to the organization as a whole.