MN Association of Charter Schools
Interventionist/Math Lead
MN Association of Charter Schools, Woodbury, Minnesota, United States
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The Interventionist & Math Curriculum Lead supports the mission of the school by providing high-quality, targeted intervention in reading and math while also serving as a key instructional partner in strengthening the school’s math program. Approximately 75% of this role focuses on direct student intervention, data collection, and MTSS coordination. The remaining 25% supports curriculum leadership in mathematics—including mastery of our conceptual-based math curriculum, coaching teachers, supporting math PLCs, and contributing to schoolwide professional development. This position requires deep instructional skill, a passion for student growth, strong collaboration, and the ability to balance immediate intervention work with long-term curriculum and coaching responsibilities. The person in this role will embody the People Paradigm—“Together We Build”—and serve as both a craftsman and a colleague in our schoolwide pursuit of high-quality teaching and learning.
Direct Intervention & MTSS (≈75%)
Provide targeted, evidence-based interventions in reading and math through small-group and individualized instruction.
Conduct ongoing diagnostic assessments and progress monitoring to identify student needs and measure growth.
Maintain accurate and organized data systems to track student progress and inform instruction.
Manage intervention caseloads, ensuring students receive consistent, timely support aligned with MTSS guidelines.
Participate actively in Student Intervention Team (SIT) and MTSS meetings to contribute data, insights, and recommendations.
Communicate regularly with classroom teachers and families regarding student progress, next steps, and intervention outcomes.
Collaborate with teachers to support classroom-based differentiation and reinforce intervention strategies within Tier 1 instruction.
Math Curriculum Leadership (≈25%)
Develop deep expertise in the MSA Math curriculum, serving as a schoolwide resource for curriculum implementation.
Coach teachers in math instruction through observations, modeling, co‑teaching, and providing actionable feedback.
Support the Director of Learning and Instruction in designing and facilitating math-focused professional development and workshops.
Lead or co‑lead math-focused PLCs, guiding teams in analyzing student work, using data to inform instruction, and planning collaborative lessons.
Assist in curriculum planning, material preparation, and resource alignment to ensure coherence across grade levels.
Monitor math data trends and partner with leadership to strengthen instructional systems and supports.
Serve as a member of the instructional leadership team.
School Culture & Collaboration
Uphold the school’s mission, vision, and People Paradigm, modeling ownership, safety, rigor, candor, and togetherness.
Work collaboratively with the instructional leadership team to align interventions, curriculum, and instructional strategy.
Demonstrate reliability, flexibility, and a joyful presence in all interactions with students, colleagues, and families.
Maintain confidentiality, ethical conduct, and professionalism in all aspects of the role.
Qualifications
Bachelor’s degree required; Master’s degree preferred.
Valid Minnesota teaching license.
Experience teaching mathematics and/or providing reading and math intervention.
Strong knowledge of MTSS, progress monitoring tools, and evidence-based instructional practices.
Experience with conceptual-based math curriculum and comfort coaching adult learners.
Effective communication, collaboration, and data management skills.
Commitment to equity, empathy, continuous learning, and the People Paradigm.
Institution Description MSA Elementary People Paradigm
The work of being an educator should be joyous and fulfilling, yet amid the complexities of modern education, that joy is often lost. We aim to offer educators a professional home—a place where joy is rekindled in a safe, purposeful, and collaborative environment grounded in rigor and relationships. MSA staff value teamwork and share responsibility for nurturing a culture of genuine trust and mutual care—one that reflects the ethos, “I will always have your back because I know you will always have mine.” MSA teachers are expected to be good teammates—and can expect to be surrounded by good teammates in return. We take collective ownership for both the problems and the progress, believing that real fulfillment comes not from ease, but from craftsmanship—from building solutions together with integrity and care. While we may not have every answer to the challenges that arise, we believe that together we have what it takes to find them.
Challenge is an act of respect—rigor and joy belong together.
Freedom and responsibility go hand in hand.
Collaboration and communication make our work better and more meaningful.
Equity, empathy, and inclusion anchor every classroom and relationship.
Adaptability, humor, and humility mark a mature professional community.
Application Instructions/Comments
Please apply on our careers site: https://careers.mnmsa.org/
Required Qualifications: Minnesota teaching license in academic area.
FLSA: 10-Month, 1.0 position.
Desired Start Date: August 2026 (date to be determined).
Salary Range: $41,369 to $85,425 based on education and years of experience.
Report to the MSA Elementary Principal.
Location: MSA Elementary Campus.
Benefits: MSA offers a generous benefits package and 12 days of paid time off to teachers.
Working Conditions
School-year position with regular attendance required.
Occasional evenings or weekends for family engagement, professional learning, or school events.
Fast-paced, collaborative environment requiring adaptability and relationship-building.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Duties are performed in a typical school setting. There are minimal environmental hazards and risks associated with the nature of the work.
Application Process
A cover letter describing alignment with the school’s mission and People Paradigm.
A current résumé.
Three professional references (at least one from a supervisor).
#J-18808-Ljbffr
The Interventionist & Math Curriculum Lead supports the mission of the school by providing high-quality, targeted intervention in reading and math while also serving as a key instructional partner in strengthening the school’s math program. Approximately 75% of this role focuses on direct student intervention, data collection, and MTSS coordination. The remaining 25% supports curriculum leadership in mathematics—including mastery of our conceptual-based math curriculum, coaching teachers, supporting math PLCs, and contributing to schoolwide professional development. This position requires deep instructional skill, a passion for student growth, strong collaboration, and the ability to balance immediate intervention work with long-term curriculum and coaching responsibilities. The person in this role will embody the People Paradigm—“Together We Build”—and serve as both a craftsman and a colleague in our schoolwide pursuit of high-quality teaching and learning.
Direct Intervention & MTSS (≈75%)
Provide targeted, evidence-based interventions in reading and math through small-group and individualized instruction.
Conduct ongoing diagnostic assessments and progress monitoring to identify student needs and measure growth.
Maintain accurate and organized data systems to track student progress and inform instruction.
Manage intervention caseloads, ensuring students receive consistent, timely support aligned with MTSS guidelines.
Participate actively in Student Intervention Team (SIT) and MTSS meetings to contribute data, insights, and recommendations.
Communicate regularly with classroom teachers and families regarding student progress, next steps, and intervention outcomes.
Collaborate with teachers to support classroom-based differentiation and reinforce intervention strategies within Tier 1 instruction.
Math Curriculum Leadership (≈25%)
Develop deep expertise in the MSA Math curriculum, serving as a schoolwide resource for curriculum implementation.
Coach teachers in math instruction through observations, modeling, co‑teaching, and providing actionable feedback.
Support the Director of Learning and Instruction in designing and facilitating math-focused professional development and workshops.
Lead or co‑lead math-focused PLCs, guiding teams in analyzing student work, using data to inform instruction, and planning collaborative lessons.
Assist in curriculum planning, material preparation, and resource alignment to ensure coherence across grade levels.
Monitor math data trends and partner with leadership to strengthen instructional systems and supports.
Serve as a member of the instructional leadership team.
School Culture & Collaboration
Uphold the school’s mission, vision, and People Paradigm, modeling ownership, safety, rigor, candor, and togetherness.
Work collaboratively with the instructional leadership team to align interventions, curriculum, and instructional strategy.
Demonstrate reliability, flexibility, and a joyful presence in all interactions with students, colleagues, and families.
Maintain confidentiality, ethical conduct, and professionalism in all aspects of the role.
Qualifications
Bachelor’s degree required; Master’s degree preferred.
Valid Minnesota teaching license.
Experience teaching mathematics and/or providing reading and math intervention.
Strong knowledge of MTSS, progress monitoring tools, and evidence-based instructional practices.
Experience with conceptual-based math curriculum and comfort coaching adult learners.
Effective communication, collaboration, and data management skills.
Commitment to equity, empathy, continuous learning, and the People Paradigm.
Institution Description MSA Elementary People Paradigm
The work of being an educator should be joyous and fulfilling, yet amid the complexities of modern education, that joy is often lost. We aim to offer educators a professional home—a place where joy is rekindled in a safe, purposeful, and collaborative environment grounded in rigor and relationships. MSA staff value teamwork and share responsibility for nurturing a culture of genuine trust and mutual care—one that reflects the ethos, “I will always have your back because I know you will always have mine.” MSA teachers are expected to be good teammates—and can expect to be surrounded by good teammates in return. We take collective ownership for both the problems and the progress, believing that real fulfillment comes not from ease, but from craftsmanship—from building solutions together with integrity and care. While we may not have every answer to the challenges that arise, we believe that together we have what it takes to find them.
Challenge is an act of respect—rigor and joy belong together.
Freedom and responsibility go hand in hand.
Collaboration and communication make our work better and more meaningful.
Equity, empathy, and inclusion anchor every classroom and relationship.
Adaptability, humor, and humility mark a mature professional community.
Application Instructions/Comments
Please apply on our careers site: https://careers.mnmsa.org/
Required Qualifications: Minnesota teaching license in academic area.
FLSA: 10-Month, 1.0 position.
Desired Start Date: August 2026 (date to be determined).
Salary Range: $41,369 to $85,425 based on education and years of experience.
Report to the MSA Elementary Principal.
Location: MSA Elementary Campus.
Benefits: MSA offers a generous benefits package and 12 days of paid time off to teachers.
Working Conditions
School-year position with regular attendance required.
Occasional evenings or weekends for family engagement, professional learning, or school events.
Fast-paced, collaborative environment requiring adaptability and relationship-building.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Duties are performed in a typical school setting. There are minimal environmental hazards and risks associated with the nature of the work.
Application Process
A cover letter describing alignment with the school’s mission and People Paradigm.
A current résumé.
Three professional references (at least one from a supervisor).
#J-18808-Ljbffr