Title Math Tutor Interventionist — Gray Stone Day School GSDS College Preparatory High School
Position Summary
Provide targeted standards-aligned math tutoring and intervention for high school students to increase mastery of college-preparatory math (Math 1, Math 2, and Math 3). Precalculus and Calculus instruction will also be delivered. The interventionist will deliver individual and small-group instruction, progress monitoring, and collaboration with classroom teachers to close learning gaps and prepare students for college-level math.
Key Responsibilities
• Deliver one-on-one and small-group tutoring and intervention focused on student needs, foundational skills, homework support, test prep, remediation, and enrichment. • Diagnose learning gaps using formative assessments and create short-term data-driven intervention plans. • Teach and scaffold concepts aligned to high school math standards, such as linear, quadratic, exponential models, functions, polynomial, rational expressions, geometry, probability, and statistics. • Adapt instruction for varied skill levels and model problem-solving strategies and mathematical practices, such as reasoning, perseverance, and using multiple representations. • Progress-monitor students regularly, maintain records of interventions, goals, and outcomes, and report progress to teachers and families. • Collaborate with classroom teachers to align tutoring to current curriculum, share resources, and coordinate supports. • Prepare students for summative assessments, standardized tests, and transition to college math study skills and test-taking strategies.
Differentiation and Accommodations
• Differentiate instruction using evidence-based strategies, explicit instruction, worked examples, manipulatives, technology, and create formative assessments, practice problems, and short instructional materials. • Support classroom accommodations and modifications for students with IEPs and 504 plans as directed.
Professional Development and Team Meetings
• Participate in professional development and team meetings to contribute to intervention program evaluation and continuous improvement.
Qualifications
• Bachelors degree in Mathematics Education or related field, with a masters degree preferred. • Teaching credential, tutoring certification, or equivalent classroom experience preferred. • Strong content knowledge across high-school math, Algebra, Geometry, Precalculus, Statistics. • Experience with diagnostic assessment, data-driven interventions, and progress monitoring. • Skilled at differentiating instruction and using formative assessment strategies. • Excellent communication and collaboration skills with students, families, and staff. • Familiarity with college-readiness expectations and common standardized tests, such as SAT/ACT, is a plus. • Ability to work flexible hours, before, after school, and occasional weekends.
Performance Indicators and Outcomes
• Demonstrable student growth on formative and summative assessments. • Improved course pass rates and reduced failure and retake rates. • Positive feedback from teachers, students, and families, documented intervention plans and follow-through. • Increased student confidence and independence with college-prep math skills.
Work Conditions
• On-site at school, with some remote tutoring possible per program policy. • Caseload varies, which may include scheduled tutoring blocks and drop-in intervention sessions.