Job Title: Coordinator of Secondary Mathematics

Location: Department of Academic Programs

Pay Grade: Administrator and Professional Salary Scale A06

Work Calendar: 12 Month Staff

FLSA Status: Exempt

GENERAL PURPOSE

Under the supervision of the Director of Core Curriculum in the Department of Academic Programs, the Coordinator of Secondary Mathematics is responsible for providing leadership, alignment, and coordination of Stafford County Public Schools' secondary mathematics instructional program. In this role, the mathematics coordinator implements the goals and priorities of the Strategic Plan. This person leads and facilitates the middle school mathematics specialist and lead communities of practice to ensure ongoing, data-driven focus on identifying and implementing high-yield, evidence-based instructional practices and continuous growth and learning for all middle and high school students. This leadership position is a member of a multidisciplinary team of educational leaders working together to support all Stafford County Public Schools' instructional programs.

MAIN JOB TASKS AND RESPONSIBILITIES

Division-Level Support

• Analyzes and responds to division-level performance data to determine curriculum, professional learning, and instructional needs;
• Coordinate the development, implementation, and revision of mathematics curriculum and instructional resources and professional learning;
• Participates in school improvement processes and academic reviews as requested;
• Develops and provides guidance to secondary mathematics specialists;
• Leads and guides instructional resource selection and adoption processes;
• Prepares and manages the secondary mathematics program budget;
• Represents the school division on educational projects and initiatives at the local, regional, state, and national levels; and
• Identifies ways to improve and extend student academic program opportunities and access.

School-Level Support

• Support school administrators in leading mathematics instruction, including provision of data analysis, professional content expertise, technical support, school improvement strategies, and individual teacher support;
• Coordinate and collaborate with school-level mathematics specialists to plan and facilitate content-focused professional learning;
• Assist school administrators with the interviewing and selection of qualified personnel;
• Observe and evaluates the effectiveness of pedagogical practice and structures within secondary mathematics classrooms; and
• Coordinates with the school-level content specialist to assist teachers in improving instructional practice through the development of active coaching cycles.

Support and demonstrate core values of the Department of Academic Programs

• Engage in ongoing professional development relevant to the Coordinator of Secondary Mathematics.
• Respond to written and oral requests for information promptly and thoroughly.
• Maintain a clean, neat appearance appropriate for the position.
• Maintain a record of appropriate attendance and punctuality.
• Serve as a role model for students, colleagues, and the general public.
• Work in close harmony with colleagues, supervisors, and co-workers.
• Comply with all Division and School policies and regulations, including but not limited to guidelines for confidentiality.
• Perform other related duties as required/assigned.

EDUCATION AND EXPERIENCE

• Master’s Degree from an accredited college or university required, with a major or concentration in a field related to mathematics;
• Valid Postgraduate Professional License or eligibility for same;
• Endorsement(s) in mathematics required;
• Endorsement as a mathematics specialist, preferred;
• Endorsement in administration and supervision preferred;
• Experience with the development and facilitation of curriculum and professional learning required;
• Five (5) years of successful teaching in a secondary classroom experience required; and
• Experience with building-level and/or division-level leadership preferred.

KNOWLEDGE, SKILLS, AND ABILITIES

• Knowledge
  • Demonstrates evidence of in-depth mathematics content and identifies/uses evidence-based pedagogical structures and skills
  • Development of mathematical understanding and mathematical proficiency.
  • Current theory and research-based practices in mathematics instruction, current researched-based mathematics curriculum programs, and a wide variety of assessment strategies.
  • Standardized tests and procedures in developing intervention plans for diverse populations of students.
  • Demonstrate an understanding of professional learning standards, designs, delivery models, and evaluation measurements that ensure continuous growth and learning for educators.
• Skills
  • Provide growth-producing feedback in a manner that promotes positive outcomes.
  • Interpret educational data, research, and synthesize if for decision-making and curriculum design.
• Abilities
  • Demonstrate the ability to develop, lead, and support the elementary literacy community of practice in service to the continuous growth and learning of K-5 students.
  • Demonstrate the ability to communicate and collaborate with educators in large groups, learning communities, multidisciplinary curricular teams, and one-on-one.

WORKING CONDITIONS and PHYSICAL REQUIREMENTS

• Work environment is primarily inside, where the noise and temperature levels are moderate, and can also include outdoor responsibilities, with exposure to weather conditions.
• The work is light work that requires occasionally exerting up to 20 pounds of force and/or up to 10 pounds of force to move objects.
• Must possess the physical ability to work primarily with fingers, perceive the nature of sounds, make rational decisions through sound logic and deductive processes, express or exchange ideas by the spoken word, substantial movements (motions) with the hands, wrists, and/or fingers, and discern letters or numbers at a given distance.
• The following physical abilities are also required: feeling, grasping, handling, lifting, mental acuity, reaching, repetitive motion, speaking, standing, talking, visual acuity, and walking.

To perform this job successfully, an individual must be able to satisfactorily perform the essential job functions. Reasonable accommodations shall be made, as required by law, 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 actually written out in this job description.