Math Tutor
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Education / Teaching
Job Description & How to Apply Below
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Frontline Applicant Tracking - Francis Howell School DistrictSchedule: Tuesdays and Thursdays, 3 hours per day during the school day (flexible on the days if needed)
Pay Rate- Certified: $32.00 per hour
- Non-Certified: $17.74 per hour
The Francis Howell School District (FHSD) is dedicated to providing high-quality educational opportunities that foster student success. Our district is committed to helping every student reach their full academic potential through meaningful instruction and individualized support.
Job SummaryThe Math Tutor provides supplemental mathematics instruction and support to students to strengthen their math skills, improve academic performance, and build confidence. This part-time position will work approximately three hours on Tuesdays and Thursdays during the school day. Scheduling is flexible and will be coordinated based on student and district needs.
Key Responsibilities- Provide individualized and small-group mathematics tutoring to support student learning.
- Adapt instructional strategies and lessons to meet individual student needs and learning abilities.
- Reinforce classroom instruction and help students develop strong foundational math skills.
- Monitor, track, and report student progress.
- Collaborate with teachers and appropriate staff to support student academic growth.
- Create a positive and encouraging learning environment.
- Current teaching certification preferred for the certified pay rate.
- Strong mathematics knowledge and communication skills.
- Ability to work effectively with students and adapt instruction to meet their needs.
Postings current as of 11/11/2026 4:14:22 PM CST.
Need Help?We're here to help! For questions regarding position qualifications or application procedures, please contact Francis Howell School District directly at work.
For technical questions regarding the Applicant Tracking system, please contact the Applicant Tracking help desk using the Request Technical Help link below.
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