id='p3128_'>Mathematics Instructional Support Specialist JobID: 3128
Position Type:
Elementary School Teaching
Date Posted:
7/15/2026
Location:
Jones Elementary
Date Available:
08/13/2026
Closing Date:
Until Filled
Additional Information: Show/Hide
Asheville City Schools Job Description
Job Title: Mathematics Instructional Support Specialist (Part-Time)
Location: Ira B. Jones Elementary School
Contact: Ruafika.Cobb@acsgmail.net
Position Summary
The Mathematics Instructional Support Specialist serves as a collaborative partner to classroom teachers to strengthen mathematics instruction and improve student outcomes. This position focuses primarily on building teacher capacity through co-planning, co-teaching, data analysis, instructional modeling, and ongoing support within Professional Learning Communities (PLCs). The specialist works alongside teachers to ensure high-quality mathematics instruction, effective intervention practices, and the implementation of evidence-based instructional strategies.
This position may provide direct support to small groups of students when additional intervention or enrichment is needed; however, the role's primary focus is supporting teachers and improving Tier I instruction.
Schedule: Part-Time, 29.5 hours per week
Position Purpose
This position was created to strengthen mathematics instruction through collaborative planning, co-teaching, instructional support, and data-informed decision-making. Working alongside teachers, the Mathematics Instructional Support Specialist helps build instructional capacity, strengthen Tier I mathematics instruction, and improve outcomes for all students.
Essential Responsibilities
Instructional Support and Coaching
- Collaborate with classroom teachers to strengthen mathematics instruction across grade levels.
- Co-plan lessons that align with grade-level standards, curriculum expectations, and student needs.
- Co-teach mathematics lessons to model effective instructional practices and support implementation.
- Provide instructional feedback and support to teachers through collaborative planning and reflection.
- Assist teachers in implementing differentiated instructional strategies to meet diverse learner needs.
- Support the effective use of district-adopted mathematics curriculum and instructional resources.
Data Analysis and Student Achievement
- Facilitate the analysis of student assessment data, including universal screeners, benchmark assessments, classroom assessments, and progress-monitoring data.
- Help grade-level teams identify trends, strengths, and areas of need in mathematics performance.
- Support teachers in developing instructional responses based on student data.
- Assist in monitoring student growth and evaluating the effectiveness of instructional interventions.
Professional Learning Communities (PLCs)
- Participate in grade-level PLC meetings and collaborative planning sessions.
- Support teams in unpacking standards, identifying learning targets, and developing common assessments.
- Facilitate conversations focused on instructional improvement and student achievement.
- Assist teams in developing action plans based on student performance data.
- Support grade-level teams in identifying and sharing effective instructional practices that lead to improved student outcomes.
Intervention and Student Support
- Provide targeted mathematics support to individual students or small groups when needed.
- Collaborate with teachers to identify students requiring additional support or enrichment.
- Support the implementation and monitoring of mathematics intervention plans.
- Assist with progress monitoring and documentation related to student support efforts.
School Improvement and Collaboration
- Serve as a member of the school's instructional leadership efforts related to mathematics achievement.
- Support schoolwide mathematics goals and improvement initiatives.
- Collaborate with administrators, instructional staff, and support personnel to strengthen instructional practices.
- Participate in professional learning and school-based meetings as appropriate.
Qualifications
- Valid North Carolina Teaching License.
- Strong knowledge of elementary mathematics content and instructional best practices.
- Experience analyzing student achievement data and using data to inform instruction.
- Demonstrated ability to collaborate effectively with teachers and instructional teams.
- Strong communication, organizational, and problem-solving skills.
- Experience with co-teaching, instructional coaching, or mathematics intervention preferred.
Desired Characteristics
The ideal candidate:
- Builds positive relationships with students, teachers, and staff.
- Approaches coaching through collaboration rather than evaluation.
- Uses data to guide instructional decision-making.
- Demonstrates flexibility and responsiveness to school needs.
- Maintains a student-centered focus while building teacher capacity.
- Believes strong Tier I instruction is the foundation for student success.