Mathematics Instructional Support Specialist

The Mathematics Instructional Support Specialist serves as a collaborative partner to classroom teachers to strengthen mathematics instruction and improve student outcomes. This position focuses primarily on building teacher capacity through co-planning, co-teaching, data analysis, instructional modeling, and ongoing support within Professional Learning Communities (PLCs). The specialist works alongside teachers to ensure high-quality mathematics instruction, effective intervention practices, and the implementation of evidence-based instructional strategies.

This position may provide direct support to small groups of students when additional intervention or enrichment is needed; however, the role’s primary focus is supporting teachers and improving Tier I instruction.

Schedule: Part-Time, 29.5 hours per week

Position Purpose

This position was created to strengthen mathematics instruction through collaborative planning, co-teaching, instructional support, and data-informed decision-making. Working alongside teachers, the Mathematics Instructional Support Specialist helps build instructional capacity, strengthen Tier I mathematics instruction, and improve outcomes for all students.

Essential Responsibilities

Instructional Support and Coaching

• Collaborate with classroom teachers to strengthen mathematics instruction across grade levels.
• Co-plan lessons that align with grade-level standards, curriculum expectations, and student needs.
• Co-teach mathematics lessons to model effective instructional practices and support implementation.
• Provide instructional feedback and support to teachers through collaborative planning and reflection.
• Assist teachers in implementing differentiated instructional strategies to meet diverse learner needs.
• Support the effective use of district-adopted mathematics curriculum and instructional resources.

Data Analysis and Student Achievement

• Facilitate the analysis of student assessment data, including universal screeners, benchmark assessments, classroom assessments, and progress-monitoring data.
• Help grade-level teams identify trends, strengths, and areas of need in mathematics performance.
• Support teachers in developing instructional responses based on student data.
• Assist in monitoring student growth and evaluating the effectiveness of instructional interventions.

Professional Learning Communities (PLCs)

• Participate in grade-level PLC meetings and collaborative planning sessions.
• Support teams in unpacking standards, identifying learning targets, and developing common assessments.
• Facilitate conversations focused on instructional improvement and student achievement.
• Assist teams in developing action plans based on student performance data.
• Support grade-level teams in identifying and sharing effective instructional practices that lead to improved student outcomes.

Intervention and Student Support

• Provide targeted mathematics support to individual students or small groups when needed.
• Collaborate with teachers to identify students requiring additional support or enrichment.
• Support the implementation and monitoring of mathematics intervention plans.
• Assist with progress monitoring and documentation related to student support efforts.

School Improvement and Collaboration

• Serve as a member of the school’s instructional leadership efforts related to mathematics achievement.
• Support schoolwide mathematics goals and improvement initiatives.
• Collaborate with administrators, instructional staff, and support personnel to strengthen instructional practices.
• Participate in professional learning and school-based meetings as appropriate.

• Valid North Carolina Teaching License.
• Strong knowledge of elementary mathematics content and instructional best practices.
• Experience analyzing student achievement data and using data to inform instruction.
• Demonstrated ability to collaborate effectively with teachers and instructional teams.
• Strong communication, organizational, and problem-solving skills.
• Experience with co-teaching, instructional coaching, or mathematics intervention preferred., * Builds positive relationships with students, teachers, and staff.
• Approaches coaching through collaboration rather than evaluation.
• Uses data to guide instructional decision-making.
• Demonstrates flexibility and responsiveness to school needs.
• Maintains a student-centered focus while building teacher capacity.
• Believes strong Tier I instruction is the foundation for student success.