2026-2027 Math Intervention Specialist - Cocopah MS
Scottsdale Unified School District, Scottsdale, AZ, United States
Position Objective
The job of a school-based math intervention specialist/coach involves working collaboratively with their site principal(s), teachers, and district level personnel to support the teaching, learning, and instructional programs specific to math at their assigned campus.
Pay Grade Certified Salary Schedule
FLSA Status Exempt
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 intervention specialists across the district to further their professional learning and refine their instructional and coaching skills.
Role 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
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
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
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
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.
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Pay Grade Certified Salary Schedule
FLSA Status Exempt
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 intervention specialists across the district to further their professional learning and refine their instructional and coaching skills.
Role 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
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
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
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
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.
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