Elementary: Math Specialist 2026-2027

Job Overview The Math Specialist Elementary will develop and implement a student-centered approach to math intervention, focusing on closing achievement gaps in mathematics. The incumbent will provide targeted Tier 3 interventions aligned with district-approved resources and the Response to Intervention Plan, ensuring students meet grade-level standards. Additionally, the incumbent will collaborate with the principal and colleagues to build a strong instructional model, balancing 70% intervention support with 30% instructional coaching to promote continuous student progress. Essential Duties and Responsibilities Instruction & Intervention Analyze data using the cycle identified in the Local Assessment Plan from formative, interim, summative, and mathematics screeners to monitor student progress and plan focused student interventions. Collaborate with campus administrators, teachers, and the Teaching and Learning division to plan and deliver targeted student interventions aligned with the District Response to Intervention plan. Utilize best practices for intervention including small group instruction using the push-in model, co-teaching, and the use of math manipulatives and technology to build conceptual understanding. Regularly communicate with campus and district staff and parents regarding student progress. Collaborate with district and campus administrators and teachers to evaluate student achievement for the purpose of placing students in the appropriate intervention and identifying/delivering support services. Coordinate with campus administrators and teachers to organize mathematics intervention and enrichment activities for students. Collaborate with teachers and students to set and track student performance goals. Instructional Leadership: Professional Learning Deliver targeted Tier 3 math interventions to students identified through data analysis and collaboration with campus Student Support Teams, ensuring alignment with the RTI framework and student learning goals. Implement evidence-based intervention strategies, including small group instruction, co-teaching, and the use of math manipulatives and technology to enhance conceptual understanding and student engagement. Support Math Professional Learning Communities (PLCs), coaching teachers in effective instructional planning, assessment development, data-driven decision‑making, and meeting professional learning goals. Utilize the peer coaching cycle, including observations and feedback, to support teachers in reflective practice and improve instructional effectiveness. Partner with campus and district leadership to provide ongoing coaching and support, fostering teacher growth through structured peer coaching cycles and collaborative planning. Analyze and disaggregate multiple sources of student data to inform instructional decisions, develop intervention strategies, and support teachers in closing achievement gaps. Collaborate with campus leadership to build teacher capacity in data utilization, formative and summative assessment analysis, and the implementation of research-based instructional practices to drive student success and promote continuous improvement. Program Support Lead and/or participate in guided observations to promote reflective practice. Maintain and report math specialist services using the identified reporting tool. Create and articulate a schedule with administrators of specialist activities for instructional coaching and intervention, professional learning opportunities, and professional growth requirements that support mathematics instruction. Keep abreast of and research best practices for math instruction, intervention, and enrichment in the assigned grade levels. Provide support to teachers on the implementation of math instructional resources including manipulatives and technology. Meet regularly with campus instructional leaders to communicate program needs and plan support structures. Leadership Responsibilities Coordinate the intervention and PLC needs across assigned campuses. Address complaints and resolve problems in a timely manner. Support the implementation of the written curriculum with fidelity. Partner with campus teams to support intervention strategies and address PLC needs. Collaborate with campus leadership to facilitate the administration of the district’s mathematics screener. Supervisory Responsibilities None. Qualification Requirements Bachelor's degree. Master's degree preferred. Valid Teaching Certification issued by Texas Education Agency appropriate to subject and grade level of assignment. Minimum of 5 years of experience as a Math classroom teacher. Demonstrated knowledge of and training on the Texas Essential Knowledge and Skills (TEKS), elementary math curriculum, and best practices in math instruction. Proven knowledge of Guided Math instruction and use of manipulatives to develop conceptual understanding for math students. Demonstrated evidence of professional growth, including leadership or participation in a wide range of professional learning experiences. Excellent communication skills, both orally and in writing, as well as interpersonal skills that promote collaboration and effective communication with adults. Comprehensive knowledge of instructional strategies, role of Professional Learning Communities (PLC), and data for decision making, intervention and enrichment, student assessment, and use of instructional technology. Strong organizational and classroom management skills. Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information This position requires travel to various campuses and district meeting sites as well as travel to conferences/meetings in and out of state. This position may require the employee to work evenings and weekends. Primary Location

TEXAS

Job Instructional Support Organization

CAMPUS

Position Calendar

190AU1

School Year 2026-2027 Salary Grade P7 Unposting Date Sep 30, 2026, 11:59:00 PM #J-18808-Ljbffr Fort Bend ISD