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Math Interventionist Jobs in Raleigh, NC (NOW HIRING)

WCPSS

Senior Administrator - Title I

Cary, NC · On-site

Provides leadership for the development and implementation of specific programs in Low Performing Title I funded schools, including literacy and math intervention, parental involvement, pre ...

WCPSS

Senior Administrator - Title I

Cary, NC · On-site

Provides leadership for the development and implementation of specific programs in Low Performing Title I funded schools, including literacy and math intervention, parental involvement, pre ...

Duke University

Postdoctoral Associate

Durham, NC · On-site

... intervention scenarios. Minimum Requirements: A PhD degree is required. Preferred Qualifications: * Experience with mathematical, computational, or statistical modeling * Experience developing ...

Duke University

Postdoctoral Associate

Durham, NC · On-site

... intervention scenarios. Minimum Requirements: A PhD degree is required. Preferred Qualifications: * Experience with mathematical, computational, or statistical modeling * Experience developing ...

NCSU

Chaperone

Raleigh, NC · On-site

... intervention pre-college program that helps students prepare for higher education. Upward Bound ... mathematics, laboratory sciences, composition, literature, and foreign languages. Tutoring ...

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All JobsMath Interventionist JobsMath Interventionist Jobs in Raleigh, NC

Math Interventionist information

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How much do math interventionist jobs pay per hour?

As of Sep 11, 2026, the average hourly pay for math interventionist in Raleigh, NC is $22.31, according to ZipRecruiter salary data. Most workers in this role earn between $18.46 and $24.76 per hour, depending on experience, location, and employer.

What is a math interventionist?

Math interventionists are educators who specialize in helping students who struggle with mathematics. They work with individuals or small groups to provide targeted instruction, support, and strategies to improve students' understanding and performance in math. Math interventionists often collaborate with classroom teachers to identify students' needs, assess progress, and tailor interventions to address specific learning gaps. Their goal is to help students build confidence and achieve grade-level math proficiency.

How does a math interventionist typically collaborate with classroom teachers to support student progress?

A Math Interventionist works closely with classroom teachers to identify students who need additional math support, often by analyzing assessment data and monitoring classroom performance. Regular collaboration includes co-planning targeted lessons, sharing strategies for differentiation, and providing feedback on student progress. The interventionist may also participate in team meetings and professional development to ensure alignment with curriculum goals, fostering a cohesive approach to help students build foundational math skills. This partnership ensures that interventions are seamlessly integrated into the broader instructional program and tailored to each student's needs.

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

To thrive as a Math Interventionist, you need a strong background in mathematics education, instructional strategies, and typically a teaching certification or relevant degree. Familiarity with assessment tools, intervention programs, and student data management systems is important for tracking progress and tailoring instruction. Excellent communication, patience, and the ability to build rapport with students are crucial soft skills for motivating learners and addressing diverse needs. These skills ensure effective support for struggling students, helping close achievement gaps and fostering long-term academic success.

What do you need to be a math interventionist?

To become a math interventionist, you typically need a bachelor's degree in education, mathematics, or a related field, along with teaching certification or licensure. Some positions may require specialized training in reading or math intervention strategies and experience working with students who have learning difficulties.

What are popular job titles related to Math Interventionist jobs in Raleigh, NC?

For Math Interventionist jobs in Raleigh, NC, the most frequently searched job titles are:

What job categories do people searching Math Interventionist jobs in Raleigh, NC look for?

The top searched job categories for Math Interventionist jobs in Raleigh, NC are:

What cities near Raleigh, NC are hiring for Math Interventionist jobs?

Cities near Raleigh, NC with the most Math Interventionist job openings:

Math Interventionist jobs near you
Infographic showing various Math Interventionist job openings in Raleigh, NC as of September 2026, with employment types broken down into 75% Full Time, and 25% Part Time. Highlights an 100% In-person job distribution, with an average salary of $46,398 per year, or $22.3 per hour.

Coordinating Teacher - Regional Achievement and School Support, Math

Cary, NC • On-site, Remote

Wake County Public School System
Education • 201 - 500 employees
Learn more about Wake County Public School Systemexternal

$47K - $62K/yr

Full-time

Re-posted 23 days ago

Wake County Public School System rating

5.3

Company rating: 5.3 out of 10

Based on 37 frontline employees who took The Breakroom Quiz

Job description

Overview
POSITION TITLE (Oracle title)
COORDINATING TEACHER
WORKING TITLE
Coordinating Teacher-Regional Achievement and School Support
SCHOOL/DEPARTMENT
Academics
LOCATION
Crossroads I, Cary, NC
PAY GRADE
Classroom Teacher (not eligible for National Board pay)
FLSA STATUS
Exempt
ELIGIBILITY FOR EMPLOYMENT CONTRACT
Yes
WORK WEEK SCHEDULE
Monday-Friday (occasional evenings and weekends) Position is eligible for hybrid telework workweek
POSITION PURPOSE:
Provides coordination at the district and school level in the implementation of secondary and elementary school curriculum, instructional programs and researched-based best instructional practices. Utilizes all available data for progress monitoring of student achievement. Directly supports and coordinates the efforts of school-based staff to improve instruction and enhance student learning within the assigned regions aligned with area superintendents. Supports and coordinates the efforts of central services staff to improve instruction and enhance student learning.
MINIMUM QUALIFICATIONS:
KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)
  • Comprehensive knowledge understanding of multi-tiered system of supports (MTSS);
  • Comprehensive knowledge of professional learning teams (PLCs);
  • Comprehensive knowledge of a variety of available academic databases;
  • Comprehensive knowledge of research-based instructional practices;
  • Comprehensive knowledge of applicable federal, state, and local regulations, policies, and educational statutes including but not limited to budgeting and fiscal requirements;
  • Strong working knowledge of efficacious academic interventions;
  • Critical thinking and problem solving skills;
  • Effective collaboration skills with school-based staff;
  • Effective human relationship skills to function as team members at school sites;
  • Effective time management and organizational skills;
  • Ability to engage in data-based problem solving at the district and school level for decision making regarding instruction, curriculum, school climate, and culture;
  • Ability to understand, analyze, interpret, and communicate student achievement data;
  • Ability to deliver professional learning to meet the needs of various stakeholders;
  • Ability to present to a variety of stakeholder groups;
  • Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
  • Ability to communicate with individuals of varied cultural and educational backgrounds;
  • Ability to sustain a high functioning professional learning teams;
  • Ability to establish and maintain effective working relationships with school system staff at varying levels of the organization.

EDUCATION, TRAINING, AND EXPERIENCE
  • Bachelor's degree from an accredited college or university in an elementary or secondary content or teaching;
  • Demonstrated successful teaching experience;
  • Experience in designing and delivering professional development to meet the identified needs using a variety of modalities.

CERTIFICATION AND LICENSE REQUIREMENTS
  • Hold or be eligible for North Carolina Professional Educator's License in the field of elementary or secondary

education;
  • Must hold and maintain a valid motor vehicle operator's license according to the State of NC requirements.

PREFERRED QUALIFICATIONS:
  • Proven experience leading effective teams.

ESSENTIAL DUTIES AND RESPONSIBILITIES:
  1. Engages in data analysis of district and school level academic data.
  2. Coordinates activities in programmatic recommendations based on data analysis.
  3. Delivers support for schools based on outcome and implementation data.
  4. Observes long- and short-range goals and objectives for the improvement of system-wide instruction.
  5. Coordinates the skill development of School Support Teams and other stakeholders.
  6. Assists with the implementation of a balanced assessment system to include progress monitoring tools as indicated in a standard treatment protocol.
  7. Collaborates with other divisions and participates in cross functional teams and projects to foster organizational alignment and commitment to system wide goals.
  8. Supports schools with academic systems and structures.
  9. Collaborates with the Senior Administrator, Director, or Senior Director to gather and report data
  10. Engages with an academic team to provide direct support to improve student achievement outcomes in schools

within an assigned region aligned with area superintendents.
  1. Stays current on research and policy changes that impact instruction, curriculum, and environment.
  2. Performs other related duties, as assigned.

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS
This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, students, parents, external agencies, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force. The work requires driving automotive equipment.
EFFECTIVE DATE:05/2025
DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time.

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About Wake County Public Schools

Sourced by ZipRecruiter

Wake County Public Schools (WCPSS) is a well-regarded educational institution based in Cary, NC, United States. As the largest school district in North Carolina and the 15th largest in the U.S, it operates within the education industry providing primary and secondary education to students in Wake County. The district oversees a wide array of schools, including traditional calendars, year-round calendars, modified calendars, and magnets. Founded in 1976, the WCPSS has consistently strived to meet the individual needs of all students by providing a safe, supportive, and rigorous learning environment.

Industry

Education

Company size

201 - 500 Employees

Headquarters location

Cary, NC, US

Year founded

1976

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