Mathematics Improvement and Data Analysis Lead

Mathematics Improvement and Data Analysis Lead

Journey Middle School

2026-27 School Year

11 months (220 days)/year

In Albemarle County Public Schools, we work together as a team to end the predictive value of race, class, gender, and special capacities for our children’s success through high-quality teaching and learning for all. We seek to build relationships with families and communities to ensure that every student succeeds. We will know every student! 

We are the first public school division in Virginia, and among the first in the country, to develop and implement an Anti-Racism policy with the expressed purpose of building school communities that share the responsibility to recognize and end racism, eliminate inequitable practices that result in achievement gaps, and support the unique gifts, talents, and interests of every child. In ACPS, “all” really means all.

GENERAL DEFINITION OF WORK:

The Mathematics Improvement and Data Analysis Lead is a school-based role designed to strengthen mathematics achievement through disciplined data use, strong collaborative team routines, and coherent Tier 1 instructional improvement. The position partners with principals, leadership teams, and teachers in identified schools to improve the quality of mathematics planning, assessment, and instructional response to student learning evidence. The Mathematics Improvement and Data Analysis Lead will focus on building adult capacity and strengthening schoolwide systems for mathematics improvement. Core responsibilities include facilitating PLCs and data meetings, leading common assessment, and student work analysis routines, supporting 90-day action planning, monitoring follow-through, and helping school teams sustain effective improvement practices over time.

ESSENTIAL FUNCTIONS:

Facilitates weekly mathematics PLCs, common assessment cycles, and data meetings using established division protocols and expectations;

• Leads teacher teams in analyzing student work, assessment results, and classroom evidence to identify trends, misconceptions, and priority instructional needs;
• Supports the development and refinement of common formative assessments, instructional materials, exit tickets, and progress-monitoring routines aligned to curriculum and state standards;
• Helps teachers and teams translate data into specific instructional responses, including re-teach plans, grouping strategies, scaffolds, and short-cycle action steps;
• Partners with principals and school leadership teams to develop, monitor, and revise mathematics improvement plans and 90-day action plans;
• Monitors the quality, consistency, and follow-through of school-based data-driven instruction routines;
• Delivers job-embedded coaching cycles (co-planning, modeling, observing, and debriefing) to strengthen Tier 1 instruction and accelerate learning;
• Provides job-embedded support to teachers around planning, use of student evidence, lesson adjustment, and implementation of agreed-upon instructional actions;
• Supports novice and developing teachers in establishing effective mathematics planning and data-use routines;
• Documents implementation of PLCs and data cycles, including agendas, action steps, evidence of follow-through, and indicators of impact;
• Builds the capacity of teacher teams and school leaders to independently lead effective mathematics data routines over time;
• Aligns school-based mathematics improvement efforts with division expectations, curriculum resources, and achievement goals;
• Communicates and collaborates with teachers, administrators, and other staff to ensure coherence of mathematics improvement efforts;
• Participates in regular cohort training and calibration facilitated by the Departments of Instruction, Strategic Planning, and Professional Learning to deepen skills in mathematics pedagogy, instructional coaching, and data-driven practice;
• Performs other duties as assigned.

KNOWLEDGE, SKILLS AND ABILITIES:

Strong knowledge of effective mathematics instruction and the key instructional shifts needed for improved student outcomes. Strong skill in facilitating adult learning, including PLCs, data conversations, collaborative planning, and team action planning. Ability to lead teams in analyzing student work and assessment evidence and moving from analysis to action. Ability to establish and maintain effective systems for common assessment, progress monitoring, and instructional follow-through. Skill in partnering with principals and leadership teams to strengthen schoolwide instructional improvement structures. Ability to support teachers in the use of evidence to adjust Tier 1 instruction. Knowledge of culturally responsive teaching practices and an asset-based approach to student learning. Strong communication, organization, and problem-solving skills. Ability to use technology and data platforms to support planning, monitoring, and team collaboration. Commitment to continuous improvement, collaboration, and high expectations for all students.

EDUCATION AND EXPERIENCE:

Valid Virginia teaching license and minimum 5 years teaching experience required. Master’s degree in Education is preferred. Math Specialist endorsement or demonstrated successful experience teaching mathematics, facilitating PLCs, leading collaborative team processes, or supporting school improvement efforts preferred. 

Experience with structured data driven instruction practices and supporting adult professional learning preferred. Experience using student achievement data, common assessments, and progress-monitoring practices to improve instruction.

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Teacher Scale