Elementary Math Interventionist - Long Term Sub .FTE

Elementary Math Interventionist
- Long Term Sub .4 FTE Job

Bedford Public Schools Lt. Job Lane Elementary School
- Bedford, Massachusetts Open in Google Maps

Job

Final date to receive applications:
Posted until filled

Posted:
Jul 21, 2026 7:07 PM (UTC)

Bedford Public Schools

Invites applications for the position of:

Elementary Interventionist (Math ) - Long Term Substitute .4 FTE

Lane Elementary School

September
- November 2026

Description:

Provide targeted math and literacy intervention to students requiring additional support, fostering academic growth in alignment with district curriculum goals and evidence-based instructional practices.

Reports To:

Building Principal, with collaboration and guidance from the Math and Literacy Curriculum Coordinators.

• Demonstrate strong content knowledge in both mathematics and literacy.
• Guide the learning process toward the achievement of district and school curriculum goals.
• Establish clear objectives for all lessons, units, and intervention cycles, and communicate these objectives to students.
• Plan instruction based on explicit goals regarding what students should know and be able to do.
• Provide targeted, small-group instruction in math and literacy using evidence-based intervention programs and practices.
• Create learning experiences that develop students' conceptual understanding, procedural fluency, and application of thinking skills.
• Employ a variety of instructional strategies that consider individual learning styles, performance levels, and intervention needs.
• Give assignments and practice opportunities that reinforce classroom instruction and intervention goals.
• Communicate student progress and development to classroom teachers and families as appropriate.

• Assess student learning regularly using multiple forms of assessment, including DIBELS, and district math screeners.
• Use assessment data to identify student strengths and needs, form intervention groups, and adjust instruction.
• Participate in the administration of school-wide diagnostic assessments in both literacy and mathematics.
• Analyze data to inform instructional decisions and support school and district efforts to improve student performance.
• Provide written assessments, referrals, and evaluations when requested by Special Education, the Response to Intervention Team, 504 Team, or other support teams.
• Assist Special Education liaisons in writing goals for students identified with specific learning disabilities in reading or math.

• Collaborate with classroom teachers to interpret assessment data and identify instructional implications.
• Provide classroom-based support, which may include modeling best practices, co-planning, or offering feedback on instructional strategies.
• Maintain regular communication with classroom teachers regarding student progress in intervention.
• Work with the K5 ELA and Math Curriculum Coordinators to plan and provide professional development on effective intervention practices.
• Participate in staff meetings, team meetings, and committees as required.
• Collaborate with colleagues to improve curriculum and instructional effectiveness for all students.

• Participate in professional growth opportunities related to math and literacy instruction, assessment, and intervention.
• Model learning and behavior consistent with expectations for students.
• Maintain accurate records and reports necessary for the success of the intervention program.
• Perform other duties as assigned by the Principal or Program Directors, consistent with the BEA Contract.

• Provide targeted math intervention aligned with district curriculum and evidence-based practices.
• Support students in developing number sense, conceptual understanding, and problem-solving skills.
• Use math assessment data to plan and monitor intervention cycles.

• Provide instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension using tiered intervention programs.
• Demonstrate or develop expertise in programs such as Wilson, Orton-Gillingham, or other structured…