Math Curriculum Supervisor

                                                   MATHEMATICS CURRICULUM SUPERVISOR

DEPARTMENT: Curriculum          

UNIT: Professional and Administrative Exempt

WAGE: Compensation is based on the candidate’s years of verified and relevant experience, as determined by Human Resources.

DIRECT SUPERVISOR: Director of Curriculum

 

GRPS MISSION
Our mission is to ensure that all scholars are educated, self-directed and productive members of society.

 

JOB SUMMARY

The Mathematics Curriculum Coordinator serves as the district’s leader in mathematics content and pedagogy. The coordinator facilitates curriculum development training, use of the Instructional Model, and continuous development of skills among teachers and administrators. This position reports to the Director of Curriculum.

 

QUALIFICATIONS

Required Education and Experience:

• Bachelor’s degree.
• Valid Michigan Teaching Certification with an endorsement in the curriculum subject the position is supervising.
• Five years or more of teaching experience.
  

Preferred:

• Master’s degree or equivalent.
• Trained in Disciplinary Literacy.
• Four or more years of successful leadership beyond the classroom.

 

Knowledge, Skills, and Abilities:

• Demonstrated knowledge of systems change.
• Demonstrated ability to set common vision, plan, and implement.
• Knowledge of Common Core State Standards and the pedagogical shifts.
• Data driven decision making.
• Deep knowledge of state and federal expectations and an understanding of how to address them instructionally as demonstrated by the ability to identify high leverage strategies in support of a domain.
• Knowledge of varying learning theories and appropriate application including strategies to support the needs of the gifted and talented students, English Language Learners, and special needs students in the area of math.
• Deep understanding of domain specific research and ability to address domains through proven best practices.
• Ability to evaluate instructional programs and teaching effectiveness, including using observation and feedback protocols.
• Ability to manage budget and personnel.
• Ability to organize and coordinate district-wide programs.
• Demonstrated ability to plan and implement long and short-range planning.
• Ability to interpret policy, procedures, and data.
• Strong communication, public relations, and interpersonal skills.

Able to work collaboratively and highly organized.

 

ESSENTIAL JOB FUNCTIONS

Essential functions under the Americans with Disabilities Act may include any of the following duties, knowledge, and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include, but are not limited to the following:

 

• Serve as the district expert in the field of mathematics regarding teaching and learning, including current trends and research.
• Serve as an instructional leader with oversight or curriculum development and updates.
• Develop and implement a comprehensive plan to support the effective implementation of the curriculum, facilitate the alignment of teaching practices, and resources.
• Ensure compliance with all state and federal mandates.
• Establish and promote high standards and expectations of academic performance for all students and staff.
• Ensure that curriculum development and teaching methods support and are applicable for diverse learners.
• Keep abreast of all new instructional materials and evaluate them for effectiveness.
• Approve the selection of instructional materials and ensure that textbooks go through proper channels of approval.
• Prepare and submit reports to the Superintendent and the Board of Education relating to the progress and accomplishments in curriculum and instruction development programs.
• Consistently demonstrate dependable attendance and punctuality.
• Perform other duties as assigned.

 

Instructional and Program Management

• Facilitate the development of quality curriculum.
• Provide leadership and coordination in the development of curriculum and the implementation of instructional programs of the district, evaluating programs and services on a regular basis to encourage the use of a variety of instructional strategies and materials consistent with research on learning and child growth and development.
• Ensure that the curriculum aligns with state, national and college readiness standards.
• Keep the curriculum and instruction programs up to date with particular emphasis on evaluating new developments in instruction.
• Plan, implement, and evaluate instructional programs with teachers and principals, including
• learning objectives, instructional strategies, and assessment techniques.
• Evaluate and coordinate the selection of instructional materials and equipment, including technology.
• Ensure vertical and horizontal articulation of skills and content sequence between the preschool, elementary, and secondary programs.
• Ensure that the instructional programs engage the learner in tasks that require analytical and critical thinking, problem solving, and numeracy and fluency, and addresses each student’s needs and skill levels.
• Ensure that newly developed curricula are vetted by experts in the field and be knowledgeable of the content area.
• Ensure that the curriculum design outlines differentiated strategies to meet the needs of ELL students and students who learn in different ways.

 

Evaluation of the curriculum

• Ensure that there is a systemic process in place to monitor and evaluate the impact of the curriculum.
• Analyze and disaggregate assessment data to examine the effectiveness of the curriculum in addressing the learning needs of all students.
• Revise and modify curriculum as needed.
• Examine assessments to ensure balance, rigor and alignment to state, national and college readiness standards.
• Examine instructional materials for alignment and quality.
• Apply research and data to improve the content, sequence, and outcomes of the teaching learning process.
• Work with appropriate staff to develop, maintain, and revise curriculum documents based on systematic review and analysis.
• Involve instructional staff in evaluating and selecting instructional materials to meet student learning needs.
• Ensure the effective use of technology in the teaching-learning process.
• Plan the necessary time, resources, and materials to support accomplishment of education goals.
• Ensure that district goals and objectives are developed using collaborative processes and problem-solving techniques when appropriate.
• Participate in the district-level decision-making process to establish and review the district’s goals and objectives and major classroom instructional programs of the district.

 

Communication, Supervision and Evaluation

• Supervise and train the instructional coaches when applicable.
• Meet frequently with and the instructional coaches and assist in establishing a strategic direction.
• Work cooperatively and collectively with principals, staff, and other supervisors to ensure that instructional programs and services are coordinated in the schools and are administered uniformly and equitably.
• Ensure coordination of services and articulation between the secondary and elementary levels of the instructional program by communicating frequently with the Deputy Superintendent of PreK-12 Academics and Leadership, Executive Directors, and Principals on a regular basis.
• Provide supervisory and coordinating responsibility for instructional programs in the Core.
• Develop by working cooperatively with appropriate committees, curriculum guides, and instructional brochures for the district.
• Direct the use and distribution of instructional equipment and material for the total district.

 

Professional and Staff Development

• Train and provide assistance to new staff members.
• Provide extensive and on-going support for the effective use of research-based instructional practices in implementing the curriculum.
• Model lessons and provide opportunities to view effective instruction.
• Assist in teacher development and evaluation by providing observations and feedback.
• Organize and provide professional development and in-services.
• Work with consultants to ensure that professional development is reflective of national standards of instruction, best practices, and the district’s theory of action.
• Summarize, interpret, and disseminate current developments in instruction, learning theory and cognitive research through reading professional journals, participation in professional development, and involvement in professional organizations.
• Assist with teacher evaluation when needed by providing second observations.

ADA REQUIREMENTS

The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

PHYSICAL DEMANDS

The work is light work which requires exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force to move objects. While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, crouch, or crawl, talk, hear (in a quiet or noisy environment). Specific vision abilities required by this job include close vision, distance vision, and ability to adjust/focus.

 

WORK ENVIRONMENT

The noise level in the work environment is usually loud to moderate.

 

MENTAL FUNCTIONS

While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile, and negotiate.

 

NON-DISCRIMINATION/ACCOMMODATION ASSISTANCE

The Grand Rapids Public Schools will not discriminate against any person based on race, sex, sexual orientation, gender, gender identity and expression, height, weight, color, religion, national origin, age, marital status, pregnancy, disability, veteran, or military status.

 

Assistance with the application process may be requested through the Human Resources Department at (616) 819-2022 or humanresources@grps.org.

 

DISCLAIMER
To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were written out in this job description. The District reserves the right to modify or amend this job description to meet organizational needs.

Operates a public K-12 school district in Michigan.