About this role
Asheville City Schools Job Description Job Title: Mathematics Instructional Support Specialist (Part-Time) Location: Ira B. Jones Elementary School Contact: [email protected] Position Summary The Mathematics Instructional Support Specialist serves as a collaborative partner to classroom teachers to strengthen mathematics instruction and improve student outcomes. This position focuses primarily on building teacher capacity through co-planning, co-teaching, data analysis, instructional modeling, and ongoing support within Professional Learning Communities (PLCs). The specialist works alongside teachers to ensure high-quality mathematics instruction, effective intervention practices, and the implementation of evidence-based instructional strategies. This position may provide direct support to small groups of students when additional intervention or enrichment is needed; however, the role's primary focus is supporting teachers and improving Tier I instruction. Schedule: Part-Time, 29.5 hours per week Position Purpose This position was created to strengthen mathematics instruction through collaborative planning, co-teaching, instructional support, and data-informed decision-making. Working alongside teachers, the Mathematics Instructional Support Specialist helps build instructional capacity, strengthen Tier I mathematics instruction, and improve outcomes for all students. Essential Responsibilities Instructional Support and Coaching
• Collaborate with classroom teachers to strengthen mathematics instruction across grade levels. • Co-plan lessons that align with grade-level standards, curriculum expectations, and student needs. • Co-teach mathematics lessons to model effective instructional practices and support implementation. • Provide instructional feedback and support to teachers through collaborative planning and reflection. • Assist teachers in implementing differentiated instructional strategies to meet diverse learner needs. • Support the effective use of district-adopted mathematics curriculum and instructional resources. Data Analysis and Student Achievement
• Facilitate the analysis of student assessment data, including universal screeners, benchmark assessments, classroom assessments, and progress-monitoring data. • Help grade-level teams identify trends, strengths, and areas of need in mathematics performance. • Support teachers in developing instructional responses based on student data. • Assist in monitoring student growth and evaluating the effectiveness of instructional interventions. Professional Learning Communities (PLCs)
• Participate in grade-level PLC meetings and collaborative planning sessions. • Support teams in unpacking standards, identifying learning targets, and developing common assessments. • Facilitate conversations focused on instructional improvement and student achievement. • Assist teams in developing action plans based on student performance data. • Support grade-level teams in identifying and sharing effective instructional practices that lead to improved student outcomes. Intervention and Student Support
• Provide targeted mathematics support to individual students or small groups when needed. • Collaborate with teachers to identify students requiring additional support or enrichment. • Support the implementation and monitoring of mathematics intervention plans. • Assist with progress monitoring and documentation related to student support efforts. School Improvement and Collaboration
• Serve as a member of the school's instructional leadership efforts related to mathematics achievement. • Support schoolwide mathematics goals and improvement initiatives. • Collaborate with administrators, instructional staff, and support personnel to strengthen instructional practices. • Participate in professional learning and school-based meetings as appropriate. Qualifications
• Valid North Carolina Teaching License. • Strong knowledge of elementary mathematics content and instructional best practices. • Experience analyzing student achievement data and using data to inform instruction. • Demonstrated ability to collaborate effectively with teachers and instructional teams. • Strong communication, organizational, and problem-solving skills. • Experience with co-teaching, instructional coaching, or mathematics intervention preferred. Desired Characteristics The ideal candidate:
• Builds positive relationships with students, teachers, and staff. • Approaches coaching through collaboration rather than evaluation. • Uses data to guide instructional decision-making. • Demonstrates flexibility and responsiveness to school needs. • Maintains a student-centered focus while building teacher capacity. • Believes strong Tier I instruction is the foundation for student success.