Math Tutor / Intervention

Gray Stone Day School; Misenheimer (NC); In loco; Part-time

Descrizione del lavoro

A local educational institution is hiring a part-time Math Tutor / Interventionist to provide math tutoring and intervention for high school students. The role requires a bachelor's degree in Mathematics or Education and strong content knowledge in high-school math subjects. Responsibilities include delivering targeted tutoring, monitoring student progress, and collaborating with teachers. This position offers opportunities for flexible hours and professional development, vital to preparing students for college-level math.

Competenze

• Minimum bachelor’s degree required, master's preferred.
• Teaching credential or equivalent experience preferred.
• Experience with data-driven interventions and progress monitoring.

Mansioni

• Provide targeted math tutoring for high school students.
• Collaborate with teachers to align tutoring to curriculum.
• Monitor and report student progress regularly.

Conoscenze

Strong content knowledge across high-school math

Excellent communication and collaboration skills

Skilled at differentiating instruction

Experience with diagnostic assessment

Ability to work flexible hours

Formazione

Bachelor’s degree in Mathematics, Education, or related field

Teaching credential or tutoring certification

Descrizione del lavoro

Math Tutor / Intervention

Gray Stone Day School - Misenheimer, North Carolina

Job Details

Job ID: 5502028

Application Deadline: Posted until filled

Posted: Jan 16, 2026 5:00 AM (UTC)

Starting Date: Immediately

Job Description

Title: Math Tutor / Interventionist — Gray Stone Day School (GSDS) College Preparatory High School

Position summary Provide targeted, standards-aligned math tutoring and intervention for high school students to increase mastery of college-preparatory math (Math 1, Math 2 and Math 3, Precalculus, Calculus) Deliver individual and small-group instruction, progress monitoring, and collaboration with classroom teachers to close learning gaps and prepare students for college-level math.

Key Responsibilities

• Deliver one-on-one and small-group tutoring/intervention focused on student needs (foundational skills, homework support, test prep, remediation, enrichment).


• Diagnose learning gaps using formative assessments and create short-term, data-driven intervention plans.


• Teach and scaffold concepts aligned to high school math standards (e.g., linear/quadratic/exponential models, functions, polynomial/rational expressions, geometry, probability & statistics), adapting instruction for varied skill levels.


• Model problem-solving strategies and mathematical practices (e.g., reasoning, perseverance, using multiple representations).


• Progress-monitor students regularly; maintain records of interventions, goals, and outcomes; report progress to teachers and families.


• Collaborate with classroom teachers to align tutoring to current curriculum, share resources, and coordinate supports.


• Prepare students for summative assessments, standardized tests, and transition to college math (study skills, test-taking strategies).


• Differentiate instruction using evidence-based strategies (explicit instruction, worked examples, manipulatives, technology).


• Create formative assessments, practice problems, and short instructional materials/maps for targeted skills.


• Support classroom accommodations and modifications for students with IEPs/504 plans as directed.


• Participate in professional development and team meetings; contribute to intervention program evaluation and continuous improvement.

Qualifications

• Bachelor’s degree in Mathematics, Education, or related field; master’s preferred.


• Teaching credential, tutoring certification, or equivalent classroom experience preferred.


• Strong content knowledge across high-school math (Algebra, Geometry, Precalculus, Statistics).


• Experience with diagnostic assessment, data-driven interventions, and progress monitoring.


• Skilled at differentiating instruction and using formative assessment strategies.


• Excellent communication and collaboration skills with students, families, and staff.


• Familiarity with college-readiness expectations and common standardized tests (e.g., SAT/ACT) a plus.


• Ability to work flexible hours (before/after school, occasional weekends).

Performance Indicators / Outcomes

• Demonstrable student growth on formative and summative assessments.


• Improved course pass rates and reduced failure and retake rates.


• Positive feedback from teachers, students, and families; documented intervention plans and follow-through.


• Increased student confidence and independence with college-prep math skills.

Work Conditions

• On-site at school; some remote tutoring possible per program policy.


• Caseload varies; may include scheduled tutoring blocks and drop‑in intervention sessions.

Position Type: Part-Time

Job Categories: Classroom Teacher > Math: General; Instructional Support > Tutor

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Helen Nance , Chief Administrative Officer


• Gray Stone Day School


• Phone: [phone]


• Email: [e-mail]