K-2 Math Interventionist- Grant-Funded Position (3-Year Term)

UPPER MORELAND TOWNSHIP SCHOOL DISTRICT JOB DESCRIPTION Position: K-2 Math Interventionist- Grant-Funded Position (3-Year Term) Department: Assigned Building Reports to: Assigned Building Principal FLSA Status: Exempt � Upper Moreland Education Association Schedule: Full Time, 7.5 hours/day, 10 Months Reviewed: 8/2026 Starting Salary: $60,325 This is a grant-funded position for September 2026 through June 2029. Continuation beyond June 2029 is contingent upon funding availability and District approval. MISSION STATEMENT: The Upper Moreland Township School District is an educational institution working in partnership with the community to provide all students with educational opportunities to develop knowledge, skills, behaviors, and habits of mind necessary for excellence and success as critical thinkers, as caring and confident individuals, and as contributing members of society. The District reflects the shared values of a diverse community of stakeholders and focuses on student success socially, emotionally, physically, and academically. Students of the Upper Moreland Township School District will be provided with the foundation and skills necessary to excel in the exciting, complex, and interdependent world in which they live. SUMMARY: The K�2 Math Interventionist provides targeted, evidence-based mathematics instruction to students while supporting teachers in strengthening effective K�2 mathematics practices. The position combines direct intervention with job-embedded coaching, professional learning, collaboration, and data analysis to improve mathematics outcomes for students. The Math Interventionist works collaboratively with classroom teachers, administrators, families, and instructional teams to identify student needs, provide differentiated and explicit mathematics intervention, monitor student progress, and strengthen the connection between core instruction, assessment, and intervention. The position also serves as a mathematics instructional resource and thought partner for K�2 teachers by modeling effective practices, supporting collaborative planning, assisting with data analysis, and leading professional learning aligned with District mathematics priorities. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following: (Other appropriate duties may be assigned.) Screen and identify students requiring targeted mathematics intervention; provide high- quality, explicit, evidence-based mathematics instruction to individual students and small groups based on identified needs. Use universal screening, diagnostic, classroom, and progress-monitoring data to identify student needs, plan instruction, monitor progress, and adjust interventions to accelerate student growth toward grade-level expectations Collaborate with classroom teachers, administrators, families, special education staff, and instructional teams to develop and monitor effective supports for individual students and groups of students. Maintain accurate student achievement, intervention, progress-monitoring, and required program documentation; provide data to school teams and participate in decisions regarding student progress and instructional next steps. Model effective K�2 mathematics instruction through demonstration lessons, co- teaching, collaborative planning, and classroom-based support focused on evidence-based instructional practices. Provide job-embedded coaching and serve as an instructional thought partner to K�2 teachers, supporting the application of professional learning and strengthening classroom mathematics instruction. Design, facilitate, and support professional learning for teachers and instructional teams related to K�2 mathematics instruction, assessment, differentiation, intervention, and evidence-based practices. Support teachers in using assessment and student performance data to differentiate core instruction, identify prerequisite skills, and provide timely intervention and enrichment. Collaborate with the Supervisor of STEM and building administration to identify professional learning and instructional priorities based on student data, classroom needs, curriculum goals, and District initiatives. Support implementation of the District's K�2 mathematics curriculum, instructional vision, intervention practices, and evidence-based resources; assist in evaluating and implementing mathematics programs and resources as directed by the District. Participate in grade-level meetings, professional learning communities, data meetings, School Improvement planning, curriculum committees, and other District or school instructional initiatives as assigned. Communicate regularly with teachers, administrators, and families regarding student progress, intervention needs, and recommendations for supporting mathematics learning. Monitor and evaluate the effectiveness of intervention and instructional support using student growth, implementation evidence, teacher feedback, and other relevant data; use findings to refine services and professional learning. Maintain professional knowledge through ongoing professional development, current research, and awareness of innovations in mathematics education, intervention, assessment, and instructional coaching. Complete required federal, state, District, and program documentation and reporting requirements. Perform other duties as assigned by the building principal or Supervisor of STEM. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Required Bachelor's degree from an accredited institution in education or a related field. Valid Pennsylvania teaching certification appropriate for elementary education and/or mathematics. Demonstrated successful elementary teaching experience, preferably at the K�2 level. Demonstrated knowledge of effective, evidence-based mathematics instruction and intervention. Demonstrated ability to analyze and use assessment data to guide instructional decision-making. Experience providing differentiated instruction and targeted mathematics intervention. Experience collaborating with teachers, administrators, families, and instructional support personnel. Demonstrated ability to model effective classroom instruction and support teachers in applying evidence-based instructional practices. Demonstrated experience planning and/or facilitating professional development, professional learning, or instructional team activities. Strong communication, organization, collaboration, presentation, and interpersonal skills. Ability to establish positive and trusting relationships with students, teachers, families, and administrators. Ability to provide constructive, actionable feedback and support professional reflection and growth. Ability to work collaboratively while providing leadership toward established District mathematics priorities. Knowledge and implementation of relevant instructional technology. Commitment to ongoing professional learning and staying current with research and evidence-based practices in mathematics instruction. Meet all professional education requirements of the school, District, and Commonwealth of Pennsylvania. Successfully complete and maintain compliance with all applicable federal and state background and criminal record check requirements. Preferred Masters degree in Mathematics Education, Curriculum and Instruction, or a related field. Previous experience as a mathematics interventionist, instructional coach, mathematics specialist, or teacher leader. Experience designing and facilitating professional development for educators. Experience with universal screening, diagnostic assessment, progress monitoring, MTSS, or other multi-tiered intervention systems. Experience participating in curriculum review, resource evaluation, or mathematics curriculum adoption. Demonstrated experience supporting adult learners through coaching, mentoring, collaborative planning, or professional learning. The position holder must be able to perform the essential job functions with or without reasonable accommodation. It is the responsibility of the employee to inform the Director of Human Resources of any and all reasonable accommodations that will be required. Upper Moreland Township School District shall not discriminate in their educational programs, activities or employment practices based on race, color, national origin, sex, sexual orientation, disability, age, religion, veteran status, ancestry, genetic information, or any other legally protected classification. This policy is in accordance with state and federal laws, including Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, the Americans with Disabilities Act of 1990, as amended, Genetic Information Nondiscrimination Act of 2008, and the Pennsylvania Human Relations Act. Information relative to special accommodation, grievance procedure, and the designated responsible official for compliance with Title VI, Title IX, and Section 504 may be obtained by contacting the school district.