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How much do nctm jobs pay per hour?

As of Jun 21, 2026, the average hourly pay for nctm in the United States is $17.83, according to ZipRecruiter salary data. Most workers in this role earn between $15.38 and $19.23 per hour, depending on experience, location, and employer.

What are some common challenges faced by new NCTM (National Council of Teachers of Mathematics) educators, and how can they overcome them?

New NCTM educators often encounter challenges such as adapting to diverse student learning styles, integrating technology effectively in the classroom, and staying updated with evolving mathematics standards. To overcome these, it's helpful to participate in professional development workshops, collaborate with experienced colleagues, and utilize the extensive teaching resources and lesson plans offered by NCTM. Building a strong support network and actively seeking feedback can also ease the transition and promote continuous growth in the role.

What is the difference between NCTM vs Math Teacher?

AspectNCTM
CredentialsMembership in the National Council of Teachers of Mathematics, professional development, certifications
Work EnvironmentEducational organizations, curriculum development, policy advocacy
Industry UsageProfessional association for math educators, conferences, publications

While NCTM (National Council of Teachers of Mathematics) is a professional organization supporting math educators through resources and advocacy, a Math Teacher is an individual employed to teach mathematics in schools. NCTM provides certifications, standards, and networking opportunities for math teachers, but it is not a teaching role itself. Math teachers may be members of NCTM to enhance their professional development. The two are related but serve different functions within the education industry.

What are NCTM professionals?

NCTM typically refers to members of the National Council of Teachers of Mathematics, an organization dedicated to supporting mathematics educators. NCTM professionals are educators, researchers, and advocates who work to improve mathematics teaching and learning at all levels, from elementary to post-secondary education. They may be involved in curriculum development, classroom instruction, advocacy, and professional development for teachers. Membership in NCTM provides access to resources, conferences, journals, and a network of fellow math educators.

What are the key skills and qualifications needed to thrive as a National Certified Teacher of Music (NCTM), and why are they important?

To thrive as a National Certified Teacher of Music (NCTM), you need a solid background in music theory, pedagogy, and performance, typically supported by a degree in music and NCTM certification. Familiarity with digital music notation software, recording tools, and online teaching platforms is increasingly important in modern music education. Exceptional communication, patience, and motivational skills help foster student growth and engagement. These competencies ensure effective teaching, student progress, and professional credibility in the field of music education.
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What job categories do people searching Nctm jobs look for? The top searched job categories for Nctm jobs are:
Nctm jobs near you
Infographic showing various Nctm job openings in the United States as of June 2026, with employment types broken down into 50% Part Time, and 50% Contract. Highlights an 100% Physical job distribution, with an average salary of $37,082 per year, or $17.8 per hour.
T26/27 MATH INTERVENTIONIST (Dept. of Teaching & Learning)

T26/27 MATH INTERVENTIONIST (Dept. of Teaching & Learning)

Arlington Public Schools

Arlington, VA

$54K - $70K/yr

Full-time

Posted 22 days ago

Job description

This position is a 1.0 FTE located at Syphax Education Center - Department of Teaching and Learning for SY27

The Mathematics Interventionist works under the direction of the K-12 Mathematics Supervisor and with another Mathematics Specialist in coordinating the countywide program of mathematics instruction.

Responsibilities: 

  • These examples are illustrative and not inclusive:
  • Assists teachers, principals, the other mathematics specialist, and the mathematics supervisor in mathematics program development.
  • Works with the math supervisor and the other mathematics specialist to provide staff development and support to the math coaches in the schools.
  • Assists teachers in implementing an effective classroom mathematics program upon administrative recommendation
  • Plans and works cooperatively with core disciplines and with ESOL/HILT, Title I, Gifted, Minority Achievement, and Special Education offices to support joint initiatives.
  • Demonstrating teaching strategies and methods.
  • Developing differentiated daily and long range plans with teachers.
  • Developing organizational and flexible grouping procedures with teachers.
  • Assists in developing and implementing initiatives to further increase parental knowledge and involvement in their children's mathematics education.
  • Assists in planning and conducting professional learning opportunities; provides regular assistance to elementary classroom teachers in implementing ideas and techniques gained through the learning opportunities.
  • Assists elementary teachers in integrating effective uses of technology that support best practices in their teaching of mathematics at all levels.
  • Supports elementary teachers and administrators in the preparation and monitoring of students for SOL tests and other countywide testing in mathematics.
  • Plans with schools and provides support to more effectively implement SOL intervention and remediation plans.
  • Participates with staff in the evaluation of the instructional program.
  • Plans, coordinates, and implements the elementary mathematics summer school program.
  • Facilitates communication among elementary and middle school teachers to ensure the continuity of the curriculum.
  • Provides leadership for the mathematics lead teachers and coaches.
  • Provides leadership for elementary teachers to implement the APS mathematics curriculum.
  • Manages the mathematics formative assessment program, including: creating and modifying assessments, performing data analysis, and assisting teachers, math coaches, and administrators with planning instructional responses based on the results.
  • Collaborate with the Office of Special Education to manage math intervention programs (i.e. FASTT Math, Do the Math)

Experience: 

  • Experience with supporting mathematics instruction with diverse populations.

Qualifications: 

  • Possession of or eligible for a Postgraduate Professional Certificate.
  • Five years of recent successful mathematics teaching or coaching experience.
  • K-8 Mathematics Specialist Certification (in progress or completed).
  • Knowledge of Virginia Mathematics Standards of Learning & Process Goals, and NCTM Standards of Mathematical Proficiency.
  • Familiarity with and knowledge of elementary mathematics supplemental resources.
  • Familiarity with and knowledge of the K-8 mathematics program and knowledge of the recent reform efforts and latest research in mathematics education.
  • Familiarity with the management of an electronic formative assessment system.
  • Knowledge of and leadership in Professional Learning Communities.
  • Demonstrated leadership qualities as a member of a school staff; ability to communicate effectively, both verbally and in written form, with professional colleagues, staffs, students, and parents
  • Leadership in mathematics professional learning.
  • Demonstrated proficiency with technology, including computer software appropriate to mathematics instruction and for data management and analysis
  • Dual endorsement in English as a Second Language and/or Special Education, or in any other content area, is preferred but not required.

Salary: 

  • Salary based on the 2026-27 T-Scale salary schedule.
Arlington Public Schools is an Equal Opportunity Employer
 
It is the policy of the Arlington School Board, as stated in Policy G-2.30, Employee Relations - Equal Employment Opportunity - that "Employment opportunities shall not be restricted, abridged or otherwise adversely affected on the basis of race, national origin, creed, color, religion, gender, age, economic status, sexual orientation, national origin, marital status, genetic information, gender identity or expression, and/or disability.

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