Math Intervention Specialist - Middle Level- Cheyenne traditional School

Scottsdale-Unified-School-Distric; Scottsdale (AZ); On-site; USD 30,000 - 47,000; Part time

Job summary

Scottsdale Unified School District seeks a Math Intervention Specialist/Coach to work with site principals and teachers, supporting math instruction and district initiatives.

The role involves collaborating on professional development, identifying instructional strategies, and helping implement school improvement goals at the campus level. Strong communication, leadership and data-analysis skills are essential.

Qualifications

• Bachelor’s degree or higher from an accredited institution.
• Master’s degree preferred.
• Arizona teacher certification aligned to grade levels where assigned.
• Minimum five years successful teaching experience preferred.
• Reading endorsement preferred.
• Commitment to lifelong learning.
• Knowledge of and experience demonstrating best practice research strategies.
• Active participation in school improvement initiatives.
• Evidence of teacher leadership within the school and/or district.
• Proficient in using technology (specifically Excel at some sites).

Responsibilities

• Program Implementation and Compliance – Working closely with district Title I staff to ensure program compliance, completion of required reports, needs assessments, budgets, parenting program compliance and organization of special events, as well as attending necessary trainings and meetings.
• Learner Facilitator – Coordinating, designing, facilitating and/or evaluating collaborative, job-embedded, standards-based professional development aligned with school improvement goals.
• Resource Provider – Locating information, resources and equipment to support instruction.
• Data Coach – Analyzing student achievement data, perception data, demographic data, and school process data to drive instructional decisions at the school and classroom levels.
• Curriculum Supporter – Developing and supporting teachers’ content knowledge with district level curriculum specialists in implementing adopted curriculum.
• Instructional Supporter – Supporting teachers in selecting effective, research-based instructional strategies; working with students in instructional settings, including small groups and individuals.
• Classroom Supporter – Modeling or conducting demonstration classrooms, co-teaching, or observing and giving non-evaluative feedback on instruction or management.
• Mentor – Supporting teachers new to the profession and those with experience new to a campus or content area.
• School Leader – Collaborating with school leadership to plan, implement and assess school change initiatives.
• Catalyst for change – Support and influence positive change on the assigned campus.
• Other duties as assigned

Skills

Self-motivation

High energy level

Verbal and written communication

Attention to detail

High work standards

Problem solving

Decision making

Organizing and planning

Learning orientation

Critical thinking

Stress tolerance

Flexibility

Adaptability

Initiative

Education

Bachelor’s degree or higher

Master’s degree preferred

Arizona teacher certification aligned to grade levels

Minimum five years successful teaching experience preferred

Reading endorsement preferred

Commitment to lifelong learning

Knowledge of best practice research strategies

Active participation in school improvement initiatives

Evidence of teacher leadership within school/district

Proficient in using technology (Excel at some sites)

Job description

Starting Date: Immediately

Job Description

PAY GRADE: Certified Salary Schedule

FLSA STATUS: Exempt

POSITION OBJECTIVE:

The job of a school-based math intervention specialist/coach involves working collaboratively with their site principal(s) and teachers and with district level personnel to support the teaching, learning and instructional programs specific to math at their assigned campus.

DUTIES & RESPONSIBILITIES: (These duties are a representative sample; position assignments may vary.)

Persons working as site-based math intervention specialist/coach will report to their site’s principal. Math intervention specialists will collaborate with curriculum team members and any other interventions specialists across the district to further their professional learning and refine their instructional and coaching skills.

Math intervention specialists have complex, multi-faceted roles that are largely determined by the unique needs and school improvement goals of the site to which they are assigned. These multi-faceted roles may include (but are not limited to) the following:

Program Implementation and Compliance – Working closely with district Title I staff to ensure program compliance, completion of required reports, needs assessments, budgets, parenting program compliance and organization of special events, as well as attending necessary trainings and meetings

Learner Facilitator – Coordinating, designing, facilitating and/or evaluating collaborative, job-embedded, standards-based professional development aligned with school improvement goals

Resource Provider – Locating information, resources and equipment to support instruction

Data Coach – Assisting teachers in looking at multiple forms of student achievement data, perception data, demographic data, and school process data to drive instructional decisions at the school level and the classroom level

Curriculum Supporter - Developing and supporting teachers’ content knowledge and working with district level curriculum specialists in the implementation of adopted curriculum

Instructional Supporter - Supporting teachers in selecting effective, research-based instructional strategies to meet the varied learning needs of their students __ aligned with school improvement goals; Working directly with students in instructional settings, including small groups and with individuals

Classroom Supporter – Modeling or conducting demonstration classrooms, co-teaching, or observing and giving non-evaluative feedback on instruction or management

Mentor – Supporting teachers new to the profession and supporting the teachers with experience that may be new to a campus or grade level or content area

School Leader – Collaborating with assigned school’s formal leadership to plan, implement and assess school change initiatives

Catalyst for change – Support and influence positive change on their assigned campus

An math intervention specialist and coach supports teachers in the following ways:

• Providing strategies for improving classroom management
• Discussing strategies for increasing learner engagement
• Collaborating before and/or after lessons
• Co-creating assessments
• Co-planning a lesson or instructional unit
• Co-teaching a lesson
• Facilitating protocols for looking at student work/data
• Strategies for differentiating instruction
• Facilitating study groups with teams of teachers
• Demonstrating lessons
• Lessons studies (plan, teach, reflect cycle)
• Arranging for teachers to observe one another
• Supporting the site’s Title I Continuous Improvement Plan
• Other duties as assigned

EDUCATION & EXPERIENCE (positions in this class typically require):

• Bachelor’s degree or higher from an accredited institution
• Master’s degree preferred
• Arizona teacher certification aligned to grade levels where assigned
• Minimum five years successful teaching experience preferred
• Reading endorsement preferred
• Commitment to lifelong learning
• Knowledge of and experience demonstrating best practice research strategies
• Active participation in school improvement initiatives
• Evidence of teacher leadership within the school and/or district
• Proficient in using technology (specifically Excel at some sites)

KEY COMPETENCIES (position requirements at entry):

• Self-motivation
• High energy level
• Verbal and written communication skills
• Attention to detail
• High work standards
• Problem solving
• Decision making
• Organizing and planning
• Learning orientation
• Critical thinking
• Stress tolerance
• Flexibility
• Adaptability
• Initiative

PHYSICAL REQUIREMENTS:

Positions in this class typically require: stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, finger dexterity, grasping, talking, hearing, seeing, and repetitive motions.

Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.

Incumbents may be subjected to moving mechanical parts, odors, chemicals, extreme temperatures, inadequate lighting, workspace restrictions, and intense noises.

NOTE:

The above job description is intended to represent only the key areas of responsibilities; specific position assignments will vary depending on the needs of the school.

Math Intervention Specialist - Middle Level- Cheyenne traditional School

Scottsdale USD 48 Cheyenne Traditional - Scottsdale, Arizona Open in Google Maps

This job is also posted in Scottsdale USD 48

Job Details

Job ID: 5966302

Application Deadline: Nov 17, 2026 11:59 PM (Mountain Standard Time)

Posted: Oct 20, 2026 6:00 AM (UTC)

Starting Date: Immediately

Job Description

PAY GRADE: Certified Salary Schedule

FLSA STATUS: Exempt

POSITION OBJECTIVE:

The job of a school-based math intervention specialist/coach involves working collaboratively with their site principal(s) and teachers and with district level personnel to support the teaching, learning and instructional programs specific to math at their assigned campus.

DUTIES & RESPONSIBILITIES: (These duties are a representative sample; position assignments may vary.)

Persons working as site-based math intervention specialist/coach will report to their site’s principal. Math intervention specialists will collaborate with curriculum team members and any other interventions specialists across the district to further their professional learning and refine their instructional and coaching skills.

Math intervention specialists have complex, multi-faceted roles that are largely determined by the unique needs and school improvement goals of the site to which they are assigned. These multi-faceted roles may include (but are not limited to) the following:

Program Implementation and Compliance – Working closely with district Title I staff to ensure program compliance, completion of required reports, needs assessments, budgets, parenting program compliance and organization of special events, as well as attending necessary trainings and meetings

Learner Facilitator – Coordinating, designing, facilitating and/or evaluating collaborative, job-embedded, standards-based professional development aligned with school improvement goals

Resource Provider – Locating information, resources and equipment to support instruction

Data Coach – Assisting teachers in looking at multiple forms of student achievement data, perception data, demographic data, and school process data to drive instructional decisions at the school level and the classroom level

Curriculum Supporter - Developing and supporting teachers’ content knowledge and working with district level curriculum specialists in the implementation of adopted curriculum

Instructional Supporter - Supporting teachers in selecting effective, research-based instructional strategies to meet the varied learning needs of their students __ aligned with school improvement goals; Working directly with students in instructional settings, including small groups and with individuals

Classroom Supporter – Modeling or conducting demonstration classrooms, co-teaching, or observing and giving non-evaluative feedback on instruction or management

Mentor – Supporting teachers new to the profession and supporting the teachers with experience that may be new to a campus or grade level or content area

School Leader – Collaborating with assigned school’s formal leadership to plan, implement and assess school change initiatives

Catalyst for change – Support and influence positive change on their assigned campus

An math intervention specialist and coach supports teachers in the following ways:

• Providing strategies for improving classroom management
• Discussing strategies for increasing learner engagement
• Collaborating before and/or after lessons
• Co-creating assessments
• Co-planning a lesson or instructional unit
• Co-teaching a lesson
• Facilitating protocols for looking at student work/data
• Strategies for differentiating instruction
• Facilitating study groups with teams of teachers
• Demonstrating lessons
• Lessons studies (plan, teach, reflect cycle)
• Arranging for teachers to observe one another
• Supporting the site’s Title I Continuous Improvement Plan
• Other duties as assigned

EDUCATION & EXPERIENCE (positions in this class typically require):

• Bachelor’s degree or higher from an accredited institution
• Master’s degree preferred
• Arizona teacher certification aligned to grade levels where assigned
• Minimum five years successful teaching experience preferred
• Reading endorsement preferred
• Commitment to lifelong learning
• Knowledge of and experience demonstrating best practice research strategies
• Active participation in school improvement initiatives
• Evidence of teacher leadership within the school and/or district
• Proficient in using technology (specifically Excel at some sites)

KEY COMPETENCIES (position requirements at entry):

• Self-motivation
• High energy level
• Verbal and written communication skills
• Attention to detail
• High work standards
• Problem solving
• Decision making
• Organizing and planning
• Learning orientation
• Critical thinking
• Stress tolerance
• Flexibility
• Adaptability
• Initiative

PHYSICAL REQUIREMENTS:

Positions in this class typically require: stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, finger dexterity, grasping, talking, hearing, seeing, and repetitive motions.

Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.

Incumbents may be subjected to moving mechanical parts, odors, chemicals, extreme temperatures, inadequate lighting, workspace restrictions, and intense noises.

NOTE:

The above job description is intended to represent only the key areas of responsibilities; specific position assignments will vary depending on the needs of the school.

Position Type: Part-Time

Job Categories:

Classroom Teacher > Math: General

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Shawnee Baca , Principal
• Cheyenne Traditional
• Phone: [phone]
• Email: [e-mail]

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