2026-2027 Math Intervention Specialist - Cocopah MS
Young World Physical Education, Scottsdale, AZ, United States
2026-2027 Math Intervention Specialist - Cocopah MS
Scottsdale USD 48 Cocopah Middle School - Scottsdale, Arizona
Job Description Starting Date:
Immediately
PAY GRADE:
Certified Salary Schedule
FLSA STATUS:
Exempt
POSITION OBJECTIVE:
The job of a school-based math intervention specialist/coach involves working collaboratively with the 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.) Personas working as site-based math intervention specialists/coach will report to their site’s principal. Specialists collaborate with curriculum team members and any other intervention specialists across the district to further professional learning and refine 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. These roles include:
Program Implementation and Compliance
– Working closely with district Title I staff to ensure program compliance, complete required reports, conduct needs assessments, manage budgets, and coordinate parenting program compliance and special events.
Learner Facilitator
– Coordinating, designing, facilitating, and 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 analyzing multiple forms of student achievement data, perception data, demographic data, and school process data to drive instructional decisions at both the school and classroom levels.
Curriculum Supporter
– Developing and supporting teachers’ content knowledge and partnering 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 students aligned with school improvement goals; working directly with students in small groups and individual settings.
Classroom Supporter
– Modeling or conducting demonstration classrooms, co‑teaching, observing, and providing non‑evaluative feedback on instruction or classroom management.
Mentor
– Supporting teachers new to the profession and those with experience who 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
– Supporting and influencing positive change on the assigned campus.
An 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 lessons or instructional units
Co‑teaching lessons
Facilitating protocols for analyzing student work and data
Strategies for differentiating instruction
Facilitating study groups with teams of teachers
Demonstrating lessons
Engaging in lesson 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 of 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:
Full-Time
Salary:
$49,847 to $74,358 Per Year
Contact Information
Joe Olney, Principal
Cocopah Middle School
Email: jolney@susd.org
#J-18808-Ljbffr
Job Description Starting Date:
Immediately
PAY GRADE:
Certified Salary Schedule
FLSA STATUS:
Exempt
POSITION OBJECTIVE:
The job of a school-based math intervention specialist/coach involves working collaboratively with the 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.) Personas working as site-based math intervention specialists/coach will report to their site’s principal. Specialists collaborate with curriculum team members and any other intervention specialists across the district to further professional learning and refine 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. These roles include:
Program Implementation and Compliance
– Working closely with district Title I staff to ensure program compliance, complete required reports, conduct needs assessments, manage budgets, and coordinate parenting program compliance and special events.
Learner Facilitator
– Coordinating, designing, facilitating, and 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 analyzing multiple forms of student achievement data, perception data, demographic data, and school process data to drive instructional decisions at both the school and classroom levels.
Curriculum Supporter
– Developing and supporting teachers’ content knowledge and partnering 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 students aligned with school improvement goals; working directly with students in small groups and individual settings.
Classroom Supporter
– Modeling or conducting demonstration classrooms, co‑teaching, observing, and providing non‑evaluative feedback on instruction or classroom management.
Mentor
– Supporting teachers new to the profession and those with experience who 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
– Supporting and influencing positive change on the assigned campus.
An 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 lessons or instructional units
Co‑teaching lessons
Facilitating protocols for analyzing student work and data
Strategies for differentiating instruction
Facilitating study groups with teams of teachers
Demonstrating lessons
Engaging in lesson 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 of 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:
Full-Time
Salary:
$49,847 to $74,358 Per Year
Contact Information
Joe Olney, Principal
Cocopah Middle School
Email: jolney@susd.org
#J-18808-Ljbffr