Program Floater Support 

About Heart Math Tutoring: Our nation and children are missing out on significant potential when just 35% of fourth graders in the U.S. meet grade level expectations in math (2022 NAEP). Tutoring has been proven to have significant, positive effects on student outcomes in recent, rigorous studies, but few programs exist focused on elementary math. Heart Math Tutoring (“HMT” or “Heart”) is a nonprofit based in Charlotte, NC with a mission of ensuring all elementary students develop the strong foundation in math and enthusiasm for academics needed for long-term success. HMT gives young students successful experiences in math through 1:1 tutoring during the school day, delivered by supervised volunteers. Since 2013, Heart Math Tutoring has grown to support 1,300+ students across 31 schools in Charlotte, NC, Charleston, SC and Winston-Salem, NC, while maintaining high-quality student outcomes. Over time, we envision HMT to have a national presence in cities across the U.S. supporting thousands more students. Read more at www.heartmathtutoring.org. 

About the Role: Program Floater Support 

To ensure high-quality tutoring sessions and a positive experience for volunteers and school staff, HMT provides on-site Program floater support to select tutoring sessions at HMT school sites (in-person, virtual, and small group models). The Program floater support is present at the assigned school(s) during tutoring sessions, supporting the school-based staff with student progress monitoring, providing ongoing training and real-time coaching to tutors, and additional targeted support at tutoring sessions as directed. When needed, they will also act as a substitute for school-based staff and/or tutors. The Program floater support will help build and maintain relationships across various stakeholders: with students, families, tutors, and school staff. 

Job Responsibilities: Key responsibilities are listed below. 

• Support tutoring session facilitation onsite at up to 25 CMS schools;
• Support students’ growth in math skills and enthusiasm for academics;
• Support weekly volunteers;
• Liaise with teachers, school staff, and families. 

Tasks will include but are not limited to:

• Become an expert on Heart curriculum and assessments;
• Deliver initial training and ongoing support and communication to tutors;
• Communicate with school staff regarding curriculum, students, and schedule issues;
• Communicate with families regarding student and program updates;
• Design and maintain schedule of students and volunteers using Salesforce;
• Coordinate and complete student assessments;
• Manage tutoring materials;
• Attend weekly team meetings and quarterly professional development trainings;
• Report various operational information to Senior Program Manager;
• Partner with Heart team in providing and receiving feedback, with the goal of aiding the organization’s efforts to establish a strong, scalable program model. 

The Program floater support will also be asked to play a supporting role in:

• Coordination of space and time logistics with school staff;
• Acting as an ambassador of Heart to personal networks, the Charlotte community, and school site.       

Typical Work Week

• Program floater support will typically work 19-21 hours a week between the hours of 7:45am and 4:30pm.   These working hours may include a variation of tasks, primarily for tutoring support at school sites, but may also include computer work, staff meetings, 1:1 check ins with supervisor, and trainings.
• Hours are slightly seasonal, in line with the program calendar. Several weeks in late April/May will require up to 35 hours per week for program assessments and program closeout logistics.  

Desired Skills and Background A person who is successful in the role of Program floater support will likely have all or most of the skills/background below, which are listed in order of importance.

• Strong belief that all students can learn and have the potential to perform at or above grade level.
• Strong communication and relationship-building skills.
• Ability/willingness to quickly build expertise in teaching, learning, and assessing.
• Strong organizational skills and attention to detail.
• Experience working with low-income population.
• Desire to work with elementary-aged students.
• Computer skills and/or ability/willingness to learn programs including but not limited to Word, Excel, email and contact management, Salesforce, file sharing systems (e.g. Dropbox and Google Drive), Pencil Spaces, and video-conferencing platforms (e.g. MS Teams). 

Beliefs/Interests:

• Makes Student-Centered decisions. - Does what is best for students first, when conflicts arise. Demonstrates passion for Heart’s specific mission.
• Shows Gratitude- Celebrates students/ tutors/ donors/ schools and believes working with those stakeholders is a privilege. Celebrates accomplishments and the opportunity to make a positive difference. Is comfortable with and contributes to culture of philanthropy.
• Operates with a Growth Mindset- Constantly learns, grows, and adjusts to best advance our mission. Embraces feedback and opportunities for growth. Resourceful.
• Demonstrates Precision and Reliability- Gives top-notch service to our schools, students, volunteers, and stakeholders through accurate data and accountability.
• Values Civic Engagement- Lives out the belief the community succeeds together by finding ways to volunteer and/or make contributions to the community. 

Commitment to Diversity:   We believe that our differences make our team stronger, and we also know that our students benefit from working with adults from all backgrounds. The team at HMT is specifically committed to supporting racial equity, both internally and externally, and is in the midst of several trainings and initiatives focused on supporting an inclusive work environment and providing culturally competent support to our students, >90% of whom are people of color. As an equal opportunity employer, HMT is committed to providing employment opportunities to all qualified individuals and does not discriminate on the basis of race, color, ethnicity, religion, sex, gender, gender identity and expression, sexual orientation, national origin, disability, age, marital status, veteran status, pregnancy, parental status, genetic information or characteristics, or any other basis prohibited by applicable law.