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Math Intervention Teacher Jobs in Oregon (NOW HIRING)

Holla School

Elementary Classroom Teacher

Portland, OR · On-site

$49K - $63K/yr

... and Mathematics) development as well as lessons that center hip-hop, dance, movement and SEL ... intervention. * Participate in various meetings including professional development, conferences ...

NIEA

Behavior Interventionist (K-12)

Warm Springs, OR

$40K - $79K/yr

  • Medical

  • Dental

  • Vision

  • Life

  • Retirement

The coach will work with individuals and teams of teachers on goals aligned with demonstrated ... mathematics best practices. ~ Experience with Collaborative Problem Solving (CPS) practices.

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All JobsMath Intervention Teacher JobsMath Intervention Teacher Jobs in Oregon

Math Intervention Teacher information

See Oregon salary details

$25.9K

$58.4K

$79.3K

How much do math intervention teacher jobs pay per year?

As of Aug 15, 2026, the average yearly pay for math intervention teacher in Oregon is $58,366.00, according to ZipRecruiter salary data. Most workers in this role earn between $49,700.00 and $64,500.00 per year, depending on experience, location, and employer.

What is the difference between Math Intervention Teacher vs Math Tutor?

AspectMath Intervention TeacherMath Tutor
CredentialsTeaching certification, degree in education or related fieldNo formal certification required, often self-employed or freelance
Work EnvironmentPublic or private schools, classroom settingPrivate sessions, online or in-person, flexible locations
Employer & IndustrySchool districts, educational institutionsIndependent, tutoring centers, online platforms
Primary FocusSupporting students with math difficulties within the curriculumEnhancing math skills, test prep, personalized support

While both roles focus on improving math skills, Math Intervention Teachers work within schools to support struggling students as part of the educational team, often requiring certification. Math Tutors typically operate independently or through tutoring services, offering personalized instruction outside the classroom. Understanding these differences helps parents and students choose the right support for their needs.

What is a math intervention teacher?

Math Intervention Teachers are specialized educators who work with students struggling in mathematics to help them improve their skills and achieve grade-level proficiency. They typically provide targeted instruction, assess student progress, and collaborate with classroom teachers to support students who need extra help. Their goal is to identify learning gaps, use evidence-based strategies, and foster confidence in math for students who may have fallen behind.

What are the key skills and qualifications needed to thrive as a math intervention teacher, and why are they important?

To thrive as a Math Intervention Teacher, you need a strong background in mathematics, teaching credentials, and experience in differentiated instruction and intervention strategies. Familiarity with assessment tools, progress monitoring systems, and various math intervention programs is typically required. Strong communication, patience, and the ability to build rapport with struggling students are essential soft skills. These competencies ensure effective support for students needing extra help, leading to improved math achievement and confidence.

How does a math intervention teacher typically collaborate with classroom teachers to support student success?

Math Intervention Teachers work closely with general education teachers to identify students who need additional math support. They regularly communicate to share insights about student progress, coordinate intervention strategies, and align lesson plans to classroom instruction. This collaboration ensures consistency in teaching methods and helps target specific skills or concepts where students may be struggling. Frequent team meetings and data-driven discussions are common, fostering a supportive environment focused on student achievement.

What are popular job titles related to Math Intervention Teacher jobs in Oregon?

For Math Intervention Teacher jobs in Oregon, the most frequently searched job titles are:

What job categories do people searching Math Intervention Teacher jobs in Oregon look for?

The top searched job categories for Math Intervention Teacher jobs in Oregon are:

Math Intervention Teacher jobs near you
Infographic showing various Math Intervention Teacher job openings in Oregon as of August 2026, with employment types broken down into 73% Full Time, 23% Part Time, 1% Temporary, 2% Contract, and 1% Nights. Highlights an 96% Physical, and 4% Remote job distribution, with an average salary of $58,366 per year, or $28.1 per hour.

26-42; Teacher, Special Education and Math Specialist ; 1.0 FTE; TRAILS; Probationary

Ashland School District 5

Ashland, OR • On-site

$51K - $67K/yr

Full-time

Re-posted 12 days ago

Job description

Position Type:
Elementary School Teaching/K-8
Date Posted:
6/4/2026
Location:
TRAILS
Date Available:
8/24/26
Closing Date:
open until filled
Job Title: Teacher, Special Education & Math Intervention; 1.0 FTE (0.80 FTE SPED & 0.20 FTE Math); Probationary
Assignment: TRAILS Outdoor School
Reports To: Building Admin/Director of Student Services
Evaluated By: Building Admin/Director of Student Services
FLSA: Exempt
Salary: Salary based on certified schedule (2025-2026 salary schedule; 2026-27 salary schedule to be determined.)
JOB SUMMARY
The Special Education & Math Intervention Teacher serves as a specialist for students who experience a significant impact to their educational achievement due to a disability, and who require support services in order to access and benefit from general education instruction.
The Special Education & Math Intervention Teacher provides direct instruction within specific skill deficit areas that may negatively affect academic progress. Areas of direct instruction may include but are not limited to academic skills, social skills, functional academic skills, life skills, social/emotional/behavioral skill development, problem solving, executive functioning, self-regulation, organization and self-management. Additionally, the Special Education Teacher may assist general education classroom teachers with appropriate academic or behavior intervention strategies and implementation of behavior intervention plans.
To lead students toward fulfillment of their potential for intellectual, emotional and psychological growth and maturation.
The Special Education & Math Intervention Teacher will follow the federal, state and district procedural safeguards regarding individual education plan development and implementation.
ESSENTIAL DUTIES AND RESPONSIBILITIES
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily with or without reasonable accommodation.
  1. Develops and recommends plans, interventions or strategies using assessment data, observations and relevant medical and developmental history.
  2. Conduct specialized student assessments and evaluations, including: Is well-versed in a multitude of measurement, communicates analysis of results and recommendations clearly.
  3. Uses current body of knowledge in cultural diversity issues in teaching and curriculum development to design and adapt individual/group academic and behavioral/social programs in all school settings.
  4. Attends meetings with teachers, parents and other agencies regarding student assessments and implementation of intervention strategies.
  5. Provide adaptive skills support including but not limited to: feeding plans, hygiene plans, bathroom support, life skills instruction, transition skills instruction, social skills instruction, and self-care skills instruction.
  6. Works successfully as a flexible and responsive member of a team (IEP, Placement, SST, 504, etc.) and assumes appropriate roles: lead, follow, and support others in a productive manner.
  7. Communicates and collaborates effectively with students, parents, staff, and agencies, while maintaining professionalism and confidentiality.
  8. Focuses consistently on students' needs and assists in creating a positive and supportive learning environment.
  9. Attends staff meetings and serves on committees as appropriate.
  10. Completes required reports and other paperwork in a timely and professional manner (ex: IEP, evaluations).
  11. Serves as a liaison between the Education Service District, school district, social service agencies, and families as appropriate.
  12. Provide planning, training and monitoring for educational assistants for effective support of students.
  13. Establishes and maintains open lines of communication with all students and parents/guardians concerning both the academic and behavioral progress of all assigned students.
  14. Performs responsibilities of teachers consistent with OAR 584-036-0011: plans instruction, establishes a classroom climate conducive to learning, implements and plans for instruction, evaluates student achievement, and directs instructional assistants.
  15. Demonstrates competencies as outlined in The Competent and Ethical Educator (Oregon Administrative Rules 584-020-0035).
  16. Due to (a) the nature and scope of the essential functions, (b) the importance of personal interactions between this position, employees, students, and other members of the public, and (c) the availability of job-related tools, equipment and resources at work, performance of the essential functions requires regular, consistent, on-site attendance while working independently and with others.
  17. Follows and maintains knowledge of all District policies and procedures.
  18. Attends work regularly and is punctual.
  19. Annually pass the District's required online training by the District's assigned due-date.
  20. Other duties may be assigned as needed. As student needs evolve the day to day essential functions may vary.

OTHER DUTIES AND RESPONSIBILITIES
This organization believes that every individual makes a significant contribution to our success. That contribution should not be limited to assigned responsibilities. Therefore, this position description is designed to define primary duties, qualifications, and job scope but should not limit the incumbent nor the organization to the work identified. We expect every employee to offer their services wherever and whenever necessary, to ensure the meeting of school and district goals.
SUPERVISORY RESPONSIBILITIES
This position may supervise volunteers, student aides, and instructional assistants. All school employees have some responsibility for supervising students and assisting in maintaining a safe environment.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skills, and abilities required.
  • Education and/or Experience: A Bachelor's Degree with academic training in Special Education and licensure in Education Administration. A minimum of three years of successful classroom teaching experience in public education.
  • Certificates, Licenses, Registrations: Valid TSPC endorsement in special education or willingness and ability to obtain. Ability to obtain a valid CPR/First Aid card, and Oregon Drivers License.
  • Leadership: Demonstrated commitment to equity and strengthening engagement of diverse student populations.
  • Interpersonal Skills: Values and ensures inclusion of all voices; focuses on resolving conflict; listening without interrupting; remains calm and open to others in tense or difficult situations.
  • Technology: General skills and knowledge of computer usage and the ability to learn, understand, and use various software systems.
  • Computer Skills: Extensive knowledge of computer usage and ability to use proprietary database software, e-mail, internet software and comprehensive range of productivity software. Student information software experience required. Ability to successfully use proprietary web-based reporting systems such as those deployed by the Oregon Department of Education.
  • Other Skills and Abilities: Ability to appropriately communicate with students, teachers, parents and members of the community. Ability to exercise good judgment and work in an environment with constant interruptions. Extensive knowledge of federal and state special education laws, legal standards and regulations. In-depth knowledge of theory and current and emerging trends in educating children with disabilities. Knowledge of instruction methods and curriculum

PHYSICAL DEMANDS
The physical demands described here represent those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The employee is regularly required to communicate with others, including understanding and being understood. While much of the work will be completed in an office or classroom environment, the employee will need to move between buildings and throughout the District. This position requires use of various digital systems, software, and hardware for communication, budgeting, and compliance. This position will require some travel outside the District.
WORK ENVIRONMENT
The work environment characteristics described here represent those employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually low to moderate, but occasionally high depending upon student activities. The employee is occasionally exposed to wet or humid conditions and outdoor weather conditions. Employee may be exposed to bloodborne pathogens.
VALUES
The District is focused on eliminating systemic racism and its impact on student learning. ASD is committed to equal opportunity and nondiscrimination in all its educational and employment activities. The District prohibits discrimination based on race; national or ethnic origin; color; sex; religion; age; sexual orientation; gender expression or identity; pregnancy; marital status; familial status; economic status or source of income; mental or physical disability or perceived disability; or military service. Ashland Public Schools is an equal opportunity and affirmative action employer.
Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable, pursuant to Collective Bargaining Agreement.
Ashland School District appreciates the diversity and worth of all individuals and groups and their roles in society. It is the policy of the Ashland School District Board of Education that there will be no discrimination or harassment of individuals or groups on the grounds of age, color, creed, disability, marital status, national origin, race, religion, sex, gender identity, or sexual orientation in any educational programs, activities or employment.
Family and Medical Leave Rights:
English: https://www.dol.gov/whd/regs/compliance/posters/fmlaen.pdf
Spanish: https://www.dol.gov/whd/regs/compliance/posters/fmlasp.pdf

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