Title: Teacher, Math Intervention 

Department: Elementary

Group: P.A.T- Teacher

Reports to: Principal

DBM Classification: C43/14

Salary Range: $41,000 - $97,830

Position #: 1290

Prepared Date: February 2016

FTE: 0.5 (18.75 hours per week)

SUMMARY/ESSENTIAL FUNCTIONS/COMPETENCIES:
Essential functions may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:

• St. Louis Park Schools is hiring Elementary Mathematics Interventionists to support student academic achievement consistent with the expectations of our Strategic Plan.
  Increase student achievement in mathematical reasoning through quality instructional practices and beliefs in grades K-5, focusing primarily on grades 3-5
• Use, know and understand how to assess mathematics proficiency data to determine individual student and program goals for increasing student achievement more than one and a half grade levels per year
• Use, know and understand how to identify high quality instructional materials, designed to engage learners and accelerate academic growth in number sense and mathematical reasoning
• Work collaboratively with all educators involved with ensuring students at risk of not meeting grade level outcomes, particularly students of color, are provided with services and assistance consistent with student needs
• Participate in regular site level and district level decision making meetings and professional development
• Demonstrate consistent use of culturally relevant instructional practices

An Elementary Mathematics Interventionist will effectively:

• Meet or exceed licensure qualifications for Elementary Teacher
• Support Building School Improvement Goals related to Mathematics through participation in PLCs, providing resources to leadership teams and staff development committees, conferring with administrators and teachers on course of action to attain stated goals, and working with building equity coach(es) to develop understanding of how beliefs and expectations impact learning
• Work collaboratively with special education staff, ML staff, Title I staff, Gifted and Talented staff, and other district educators to create seamless continuums of support for all learners
• Demonstrate expertise with interpreting assessment information (criterion, norm referenced, proficiency) and make instructional recommendations based on current best practices and appropriate tools for specific situations
• Use resources determined by the district based with scientifically based research and evidence-based practices as intended
• Communicate program information, data, goals and effectiveness to different audiences at the school and district level for reflection and action
• Employ multiple instructional practices, based on research and culturally relevant pedagogy, to scaffold and accelerate learning for all students in intervention so as to support success in core instruction
• Gather, collect, and analyze information related to the level of implementation of the redesigned program to share with school and district leadership
• Integrate technology into the intervention program in meaningful and relevant ways for learners

KNOWLEDGE, SKILLS & ABILITIES

• Knowledge of teaching principles, practices, techniques and approaches.
• Knowledge of child development theories and development stages and needs.
• Knowledge of current trends, theories and technologies pertaining to learning and instruction.
• Knowledge of assessment procedures and techniques, test construction and evaluation methods.
• Knowledge of subject material, concepts and issues related to grade/subject of assignment.
• Understanding of basic office equipment and software used by the district in maintaining records and files (i.e. word processing software, student record databases). 
• Knowledge of instructional technologies and software, equipment, tools and devices used presenting instruction, documenting assessments, student progress or other classroom administrative requirements of the district.
• Skilled in planning and developing lesson plans consistent with approved program curriculum.
• Skilled in presenting complex materials and concepts in an understandable and grade appropriate manner.
• Skilled in developing assessment tools, assessing and evaluating student performance and needs.
• Skilled in leading group processes/discussions, utilizing a variety of instruction aids and technologies.
• Ability to write reports, lesson plans, learning objectives, tests, and assists in writing and reviewing curriculum using and applying professional/technical concepts, principles and terminology.
• Ability to deal effectively and appropriately with parents, students, staff and other educational professionals over instructional needs, concerns or problems of the student and district.
• Dealing with children, staff, parents, administrators and other educational professionals over parent and student issues and concerns. Interactions require persuasion, instruction and working with others to gain cooperation and understanding of educational issues/needs.  Advises and makes recommendations to district administrators or committees concerning needs in curriculum and learning approaches.

PHYSICAL DEMANDS

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• While performing the duties of this job, the employee is regularly required to sit; use hands to finger, handle, or feel; talk; and hear. The employee is occasionally required to stand; walk; reach with hands and arms; and lift and/or move up to 10 pounds. Specific vision abilities required by this job include close and the ability to adjust focus.

WORK ENVIRONMENT

• The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually quiet.

EDUCATION AND EXPERIENCE GUIDELINES:

• Bachelor's Degree from an accredited university.
• Prior successful experience student teaching or teaching in an urban, multicultural education setting.
• Demonstrated continued professional development through course work, research, peer collaboration and/or job-embedded staff development.
• Master's or PhD preferred.

LICENSE AND CERTIFICATION REQUIREMENTS:

• A valid Minnesota teaching license or proof of pending approved licensure.