<p>Join us. We could use someone like you!</p> <p>Can you imagine going to work knowing that what you do each day positively affects the lives of the people in your community?</p> <p>Working at the Y, you'll discover more than a job-you'll enjoy a career with a future and the opportunity to make a lasting difference in the lives of those around you.</p> <p>If you are a person who wants more than just a job, who wants your efforts to have an impact on your community and who wants to work in a welcoming and positive environment, then you are someone we'd like to work with us. Join us!</p> <p>Position Summary:</p> <p>Provides explicit Mathematics instruction in a one-to-one or small group setting to improve specific mathematics skills of a particular child or small group of children to support regular classroom instruction. Works with school principal, math coach and math teacher to design and create intervention plans of learning aligned with regular classroom mathematics objectives and most appropriate for each child or small group of students identified as at-risk of meeting grade level mathematics proficiency. Monitors and reports student progress and/or response to planned program of mathematics instruction and adjusts as needed to increase student mathematics achievement.</p> <p>Essential Functions:</p> <ul> <li>Provides intensive instruction in math to at-risk students in a one-on-one or small group setting. </li><li>Identifies students in grades K-5 who are at-risk of not meeting grade level math proficiency by analyzing data from identified state and district formative and summative assessments, classroom grades, and other identified math curricula based learning objectives. </li><li>Coordinates with school principal, math coach and math teacher to develop a schedule of one-on-one or small group math support, based upon analysis of current data, for identified at-risk students in grades K-5. </li><li>Works closely with identified at-risk students' mathematics teacher to coordinate intervention program efforts that align with regular classroom instructional focuses to promote student success. </li><li>Monitors and maintains accurate data and anecdotal records on student progress towards math achievement goals. Articulates the students' response or progress to intervention of at risk students weekly through a progress monitoring data base system. </li><li>Performs other duties as assigned. </li></ul> <p>NOTE: This job description reflects management's assignment of essential functions. It does not prescribe or restrict the tasks that may be assigned.</p> <p>YMCA Competencies (Leader):</p> <p>Relationships: Builds rapport and relates well to others.</p> <p>Communication: Listens for understanding and meaning; speaks and writes effectively.</p> <p>Decision-Making: Makes sound judgments, and transfers learning from one situation to another.</p> <p>Innovation: Embraces new approaches and discovers ideas to create a better member experience.</p> <p>Self-Development: Pursues self-development that enhances job performance.</p> <p>Functional Expertise: Has the functional and technical knowledge and skills required to perform well; uses best practices and demonstrates up-to-date knowledge and skills in technology.</p> <p>Qualifications:</p> <ul> <li>Bachelor's degree from an accredited college or university </li><li>Three (3) years of continuous teaching experience in grades K-5 mathematics. Experience working with at risk students. </li><li>Florida Professional Teaching Certificate in Elementary Education (K-6), or Mathematics. Strong working knowledge of district approved instructional materials for mathematics instruction and intervention </li><li>Strong working knowledge of foundational mathematics assessments including FAIR, district mathematics Interim Benchmarks, and other national norm referenced mathematics assessments </li><li>Strong working knowledge of second language acquisition and oral language development </li><li>Strong working knowledge of tools and district applications used to access student data </li><li>Thorough knowledge of the NGSS and CCSS Mathematics Foundational Standards </li><li>Working knowledge of multiple literacy assessment tools and diagnostic procedures </li><li>Strong skills in teaching multiple levels and across diverse populations including ethnically and racially diverse students; students living in poverty; disabled students; and students whose primary language is not English </li><li>Strong skills in providing intensive and immediate math intervention strategies </li><li>Strong word processing, spreadsheet, and presentation software skills </li><li>Strong oral, written, and interpersonal communication skills </li><li>Strong analytical skills </li><li>Strong collaboration skills </li><li>Ability to make a long term commitment to life-long learning and professional development in best practices </li><li>Ability to demonstrate, model and coach effective research-based literacy instructional strategies to students in multiple instructional settings (i.e., one to one; small group; and or pullout) </li><li>Ability to collect, analyze and utilize multiple types of data to improve student learning </li></ul> <p>Physical Demands:</p> <p>Ability to plan, lead and participate in activities.</p>