The position of 4K-8 Math Specialist is tailored to the strategic goals and unique teaming structures of the Two Rivers Public School District (TRPSD).
Job Title: 4K-8 Math Specialist
Position Overview The 4K-8 Math Specialist is a critical role within the Two Rivers Public School District, dedicated to increasing student achievement by providing intensive Tier 3 support and empowering educators through instructional leadership and collaborative professional learning. This individual serves as a teacher-leader with deep expertise in Bridges in Mathematics and Illustrative Mathematics, supporting educators in implementing high-quality mathematics instruction with integrity. In alignment with the district's "Focus on Learning" strategic priority, the Math Specialist works within the Professionally Inclusive Learning Community (PILC) framework to foster a culture of collaborative inquiry, strengthen instructional practices, and drive data-informed decision-making.
Licensure
Certification to teach students in ages 6-13
Licensure in mathematics is preferred
Primary Responsibilities
Intensive Support: Provide direct, targeted instruction to students identified as needing Tier 3 intervention. Help develop data rules to identify students in need of Tier 3 support.
Personalized Math Plans: Collaborate with Teacher Teams and the T2/T3 Student Support Teams to develop, implement, and monitor Personalized Math Plans
Data Monitoring: Regularly review multiple data sets-including aimswebPlus and local benchmarks-to monitor student progress and adjust interventions as necessary.
Inclusive Practice: Ensure all interventions are culturally responsive and aligned with the district's commitment to including every learner.
Curricular Expertise: Support consistent implementation of Bridges (4K-4) and Illustrative Math (5-8), guiding teachers in utilizing these high-quality curricula.
C3 Team Collaboration: Facilitate collaborative discussions grounded in the effective mathematics teaching practices, supporting teachers in planning, implementing, and reflecting on high-impact, standards-aligned mathematics instruction that promotes deep understanding, reasoning, and student engagement.
Learning Walks: Partner with instructional coaches to conduct learning walks focused on Bridges and IM mathematics instruction and work with them to design and deliver professional development aligned to teacher needs, district/school goals, and effective mathematics teaching practices.
PILC Engagement: Participate in weekly PILC meetings to analyze student achievement data from common formative and summative assessments, identify instructional trends and needs, and support data-driven instructional decision-making.
T2/T3 Support: Serve as a key member of school-based intervention teams to ensure the implementation of an equitable and coherent mathematics Multi-Level System of Support (MLSS) across grade levels.
District Leadership Team: Collaborate in the development, implementation, and monitoring of school improvement plans related to mathematics aligned to the "Focus on Learning" pillar of the district''s strategic plan.
Core Competencies & Qualifications
Collaborate: Demonstrated ability to work effectively within C3, PILC, and T2/T3 teaming structures to achieve collective success.
Own: A commitment to accountability for student growth and a proactive stance in addressing learning gaps.
Lead: Ability to elevate others through effective interventions, modeling, and professional development.
Engage: A passion for fostering curiosity and active student voice in the mathematics classroom.
Requirements:
Valid Wisconsin Teaching License with relevant mathematics certification.
Proven expertise in data analysis (e.g., Infinite Campus Analytics, aimswebPlus) to inform instruction.
Deep familiarity with the Wisconsin Academic Standards for Mathematics.
Utilize data to inform instruction with students.
Evaluation of Impact: The success of this role will be measured by:
Increased academic proficiency in 8th-grade Math (a District Priority KPI).
Successful implementation of professional development, aiming for 90% positive teacher feedback on PD effectiveness.
The percentage of students responding successfully to Tier 1 and Tier 3 math supports.