: This position is responsible for the collaboration with staff on short, medium, and long-term planning to develop mathematics in relation to: curriculum, resources, continuous professional development of staff, goals of the district, including its policies and practices regarding mathematics and challenging targets for improvement. REPORTS TO:
Director for Curriculum and Instruction SALARY SCHEDULE:
Teacher WORK DAYS:
Educational Level: Master's degree from an accredited college or university. Preferred: Higher degree in mathematics from an accredited college or university
Experience, Skill and Certification:
- Must have clear-renewable certification in a Elementary Education
- At least five (5) years of successful classroom teaching in the content area
- Evidence of demonstrated knowledge and experience with implementation of standards- based curriculum, instruction and assessment in mathematics
- Demonstrated experience in curriculum development and teacher training
- Experience in evaluating data and developing strategic plans based on data analysis
- Excellent interpersonal, oral and written communications, presentation, and technology skills
- Experience in training teachers and providing professional learning for teachers in implementing researched based instructional strategies
- Valid driver's license
- Educational Leadership Certificate
- Training in use of the coaching cycle to support teacher growth and development
- Successful experience planning curriculum and delivering professional development
- Experience as a mentor or in other teacher-leader roles
- Teacher Support Specialist Endorsement
Terms of Employment
- To be accountable for curriculum development in mathematics throughout the district schools for grades P-5.
- To be accountable for the standards of teaching and learning in mathematics throughout the district schools for grades P-5.
- Effectively lead, develop and enhance the classroom practice of teaching staff and teaching assistants.
- Lead, manage, and develop mathematics for grades P-5.
- Use national, local, and school management data to monitor standards achievement across the schools in mathematics.
- Monitor the progress made towards achieving mathematics targets and use this information to create strategic plans for future growth/development.
- Collaborate with staff on short, medium, and long-term planning to develop mathematics in relation to: curriculum, resources, continuous professional development of staff, goals of the district, including its policies and practices regarding mathematics and challenging targets for improvement.
- Plan and monitor coverage, continuity, and progression in mathematics for grades P-5.
- Work collaboratively with mathematics specialist for grades 6-12 to plan for a continuous, seamless development of mathematics curriculum for standards K - 12
- Evaluate the curriculum, teaching, and learning of mathematics in the schools through monitoring activities including, but not limited to:
- Curriculum auditing
- Lesson observations
- Work and planning scrutiny
- Pupil discussions
- Analysis of results and assessment data
- Attending planning meetings
- Leading staff training
- Informal discussions
- Establish resource and staff requirements for mathematics and inform the principal/central office staff of costs and priorities.
- Distribute resources to meet the objectives of the school.
- Ensure the effective and efficient management of learning resources that align to the standards for mathematics
- Provides support for vertical teaming of teachers
- Conduct Research of Best Practices that can be implemented in district.
- Research and write grants to support schools and district.
- Attend all District, Academic Affairs and Departmental Events and Activities.
- Performs other duties as necessary for the effectiveness of the organization.
Incumbents will receive an annual contract. The work calendar will be 229 days. Salary will be determined based on highest level of certification and allowable experience. Exempt. Non-Essential Responsibilities
A responsibility is considered to be "non-essential" (for the purposes of compliance with the Americans with Disabilities Act) if:
- it is shared between multiple incumbents in the job; or
- it could be performed by an employee in another job within the workgroup.
Note the responsibility number from the list in the "Duties and Responsibilities" section for those responsibilities that could be considered "non-essential" based on this definition. Physical and Sensory Demands
Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below. OFFICE
Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands. CLASSROOM
Employees in this category spend at least most of the workday in a typical classroom or related educational environment. There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student. OTHER
Incumbents must have valid driver's license and reliable personal transportation due to frequent travel between school locations.