Secondary Learning Strategist; Math - Mt. Ararat Middle School

Secondary Learning Strategist (Math Specific) – Mt. Ararat Middle School

MSAD 75 / RSU 75 Mt. Ararat Middle School – Topsham, Maine Open in Google Maps

Job

Final date to receive applications:
Posted until filled

Posted:
Apr 02, 2026 4:00 AM (UTC)

Starting Date:
Aug 25, 2026

Welcome to Maine School Administrative District #75

Serving Maine’s Midcoast communities of Bowdoin, Bowdoinham, Harpswell, and Topsham, MSAD 75 is home to over 2,350 students and more than 600 faculty and staff members.

MSAD 75 is seeking a Secondary Learning Strategist (Math Specific) rat Middle School to join our vibrant educational community. Together, we can inspire the next generation of learners and leaders.

JOB GOALS:
The Learning Strategist is a collaborative instructional specialist responsible for designing and delivering targeted, data-driven supports to students who require additional academic or behavioral assistance to succeed in the core curriculum. This role champions a deep commitment to the Multi-Tiered System of Supports (MTSS) framework, collaborating closely with classroom teachers and special educators to strengthen Tier 1 instruction and proactively embed high-impact interventions within the general education setting.

Specific assignments and locations may be shifted based on student and program needs around the District.

Must hold a valid State of Maine Department of Education Certification in at least one of the following areas:

• Math-Focused:
  Middle/Secondary Certification with Math Endorsement (300)
• Middle/Secondary Special Education Certification (282) with relevant professional experience or coursework in Math
• General Elementary Certification (K-8) with relevant professional experience or coursework in Math

• State of Maine Department of Education Background Check (CHRC) authorization
• Mandt trained or ability to obtain
• Strong collaboration and communication skills.
• Ability to differentiate instruction and adapt curriculum.
• Effective behavior management skills.
• Proficiency in using technology for instruction and record-keeping.
• Excellent organizational and time management skills.
• Ability to work independently and as part of a team.
• Patience, empathy, and a genuine commitment to the success of all students
• Master’s Degree Preferred

• Promote an Inclusive Culture:
  • Serve as a champion for equity and inclusion, fostering a school-wide culture where diverse learning needs are viewed as assets and where all staff share responsibility for all students.
  • Model and train staff on UDL principles, promoting the use of flexible methods, varied materials, and technology-rich environments that allow students with diverse needs to demonstrate mastery.
  • Partner with teachers to proactively remove learning barriers, ensuring that grade-level content is accessible to every learner before interventions are necessary.
• Collaboration for Core Instruction:
  • Partner with general education teachers and special educators to co-plan, co-teach, and implement collaborative service delivery.
  • Adapt and provide consultation about lessons, ensuring the core curriculum is accessible and challenging for all learners from the outset.
  • Develop and model the use of a wide range of accessible tools, flexible methods, and high-leverage technology to ensure students can actively participate in grade-level instruction, activities and assessments.
  • Collaborate with building administrators and teachers to guide, train, and support paraprofessionals.
• Collaboration for Intervention:
  • Organize and synthesize student data to assist in team decision-making regarding student intervention and enrichment.
  • Facilitate team meetings to review student data, identify learning barriers, and design and implement comprehensive, proactive, strengths-based interventions.
  • Collaborate with grade level teams to design and implement research-based academic and behavioral interventions and embed those interventions in the general education setting to the greatest extent possible.
  • Conduct frequent brief assessment to monitor progress and determine if interventions and…