Strawberry Hill: Elementary Math Support Specialist

• Position Type:
  Teacher Leader Positions/Elementary Math Support Specialist
  
  
• Date Posted:
  7/19/2024
  
  
• Location:
  Stamford, CT
  
  
• Date Available:
  2024-2025 School Year
  
  

The filling of this position is based upon continued funding in the Board of Education budget.

Note: Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions.

General Statement:
The Elementary Math Support Specialist is well versed in math practices and is able to analyze assessment data to identify at-risk students, and understands high leverage instruction with a high level of fidelity, matched to the frequency and intensity required for students to achieve mastery of grade level skills. The Elementary Math Support Specialist will support teachers and paraeducators in tier 1 instructional practices. Through understanding effective identification and delivery of instruction, the math support specialist is able to support teachers in delivering explicit instruction in targeted skills to achieve Tier 1 instructional goals.

The Elementary Math Support Specialist supports teachers in being diagnostic and prescriptive when determining student needs, in delivering instruction that meets the specific needs of students based on careful and continuous assessment, and in analysis of both formal and informal assessment data to drive instructional decisions and next steps.

The Elementary Math Support Specialist works with the TOSA Elementary Math Support- District, the MTSS Coach, and the Teaching and Learning Department to develop interventions with aligned resources to provide culturally responsive instruction that is effective and actively engages all learners, including second language learners and those with learning differences. The Elementary Math Support Specialist demonstrates an understanding of the impact of language acquisition on math development for multilingual learners. The Elementary Math Support Specialist is supervised by the building principal.

Major Responsibilities:

1. Support Responsibilities:
   • Meets with teacher or teacher groups to provide professional development on a specific aspect of data review and analysis, planning for instruction, and/or instructional strategies.
   • Models and/or co-teaches tier 1 instructional strategies with a gradual release of responsibility to classroom teachers.
   • Co-plans lessons alongside classroom teachers or teacher groups with a gradual release of responsibility to classroom teachers.
2. Instruction and Assessment:
   • Supports teachers in delivering direct explicit instruction to students through the model specified for tier 1 students and the specific targeted group of students for intervention:
     • Supports teachers in providing small group instruction in the tier 1 classroom
     • Co-teach in a tier 1 setting with a gradual release of responsibility to the teacher
     • Provide instruction to a group of students in a pull out model
   • Identify interventions which will be implemented with fidelity adhering to the recommended frequency, duration, scope and sequence, and pacing guides
   • Embeds progress monitoring tools aligned to the intervention will be implemented with fidelity
   • Timely recording and sharing of progress monitoring data through the MTSS platform
   • Frequent review of progress monitoring data to determine next steps prompting additional tier 2 support as needed
   • Administer assessments as needed
   • Works with Principals, Central Office leadership, TOSA for Multi-Tiered Systems of Support (MTSS) for STEM - Elementary, Teachers, and other professionals to provide guidance in using assessment data to plan high leverage Tier 1 instruction and intervention for students demonstrating a need for additional support.
   • Supports the MTSS process by participating in meetings and taking a leadership role in Data
   • Team Meetings to determine the focus of instruction for Tier 1, 2 or 3 instruction.
   • Communicates with families in regards to students receiving intervention.
   • Organizes and implements parent outreach to the whole school community at least three times yearly.
   • Provides workshops to all families on supporting literacy and/or math development in elementary school students.
3. Title I Requirements (for Title I schools only):
   • Work collaboratively with building administration and other members of the school leadership team to complete the Comprehensive Schoolwide Needs Assessment, ongoing documentation for schoolwide components, and Schoolwide Plan Rubric for Evaluation,
   • Participate in monitoring meetings with Title I District Coordinator,
   • Comply with all Title 1 district timelines
   • Comply with all requirements of Title I including family communication and engagement events
4. MTSS Meeting Participation and Platform Engagement:
   • Works collaboratively during IDTs and/or student support meetings to analyze data and align interventions and instructional resources
   • Works collaboratively with the MTSS Coach to create intervention plans with SMART goals and identified programs
   • Identifies appropriate/aligned progress monitoring tools, create progress monitoring plan, and record progress monitoring data according to implementation schedule
   • Maintains an accurate record of instruction provided to students/groups through the To Do Lists in the MTSS Platform.
   • Ongoing monitoring of MTSS to do list items, with timely completion of required tasks:
     • Complete insight survey
     • Enter intervention attendance
5. Professional Development:
   • Attends in person and virtual training and utilize web based resources and tools to deliver professional development to building staff in the areas of instruction, assessment, and intervention
   • Participates in assigned professional development that support implementation and use of intervention resources
   • Collaborates with MTSS Coach to use school level data to identify professional development needs and priorities

• Perform other duties as mutually designed and agreed upon by supervising staff.

Physical and Mental Demands, Work Hazards:
Works in standard office and school building environments.

Knowledge and Skills:

• Commitment to creating schools that provide an education that cultivates productive habits of mind, body, and heart in every student.
• Experience in an urban district, preferred.
• This position is appropriate for someone who has had successful experience in teaching foundational Math skills to targeted groups of students
• Familiarity with national, state and local curriculum standards and frameworks
• Knowledge and understanding of MTSS
• Ability to analyze, integrate, interpret and utilize multiple data sources to inform decisions
• Understanding and knowledge of the science of how students learn to read
• Knowledge and understanding of effective instruction including (differentiation and explicit instruction)
• Experience and success with using research-based instructional strategies and best practices
• Experience and success with using differentiated instruction in the classroom
• Experience and success with student growth after math intervention with fidelity
• Demonstrated ability to lead and support teachers
• Demonstrated capacity to work well with administrators, teachers, and educational assistants
• Superior communication skills (oral and written)
• Evidence of organizational ability and successful completion of projects
• Knowledge of student data analysis
• Computer proficiency
• Knowledge of and/or demonstrate the ability to learn and implement Operating Systems (i.e. Windows); Office suites (i.e. Microsoft Office, Google Docs); Presentation Software (i.e. PowerPoint, Keynote); Spreadsheets (i.e. Excel, Google Spreadsheets); Communication and Collaboration tools (i.e. Skype); Accounting Software (i.e. QuickBooks); Student Information Systems (i.e. Naviance, Power School); or any other technology deemed relevant for this position.

Qualifications:

• CT CSDE Teaching Certification for the appropriate grade levels.
• Successful teaching experience (minimum three years)
• Such alternatives to the above qualifications as the Superintendent and/or Stamford Board of Education may find appropriate.

Union:
Stamford Education Association (SEA)

Work Year:
186 days

Salary: $50,684 to $123,992
Step Placement is based on education and experience as outlined in Article 4 (D) of the SEA Contract.

Finalized 05/13/2024

Application Procedures:
Online application is required.

Internal Applicants - Please upload:

1. A cover letter summarizing your interest in and qualifications for this position
2. A resume
3. A minimum of 2 letters of reference, at least one of which is from a current supervisor

External Applicants - Please upload a minimum of 2 letters of reference, at least one of which is from a current or recent past supervisor.

Letters of reference should be dated within the last two years.