JOB TITLE:  Mathematics Specialist

LOCATION:  Various Schools

REPORTS TO:  Principal

FLSA STATUS:  Non-Exempt

SUMMARY:

To support the professional growth of teachers who teach mathematics by strengthening classroom teachers’ understanding of math content and best mathematics teaching practices. To promote enhanced mathematics instruction and student learning by helping teachers develop more effective mathematics teaching practices that allow all students to reach high standards as well as providing professional learning opportunities for teachers division-wide and site-based.

ESSENTIAL DUTIES AND TYPCIAL TASKS:

To collaborate with individual teachers through modeling, co-planning, co-teaching, and content

coaching.

Promote teachers’ delivery and understanding of the math curriculum through collaborative

planning, the development of common formative assessments to measure student outcomes, and

professional learning opportunities.

To attend PLCs and facilitate teachers’ use of successful, research-based instructional strategies,

including differentiated instruction for diverse learners.

Assist administrative and instructional staff in interpreting data and designing approaches to

improve student achievement and instruction.

Collaborate with administrators, instructional coaches, and math leadership team to provide

leadership and staff development for the Charlottesville City Schools mathematics curriculum and vision

statement.

Work with parents/guardians and community leaders to foster continuing home-school-community partnerships, focused on student learning of mathematics. Collaborate with

school leaders and other instructional staff to host family math nights at the school.

Assist the Division Mathematics Coordinator to ensure the curriculum and assessments are

aligned to the rigor of the VA standards of learning. Attend monthly meetings for state math updates,

curriculum updates, data review, program information, and professional learning.

Spend 60-75% of his/her specialist time in classrooms supporting Tier 1 Instruction. This would

include:

• Attend math PLCs and/or math planning meetings
• Support teachers through lesson planning using the CCS instructional framework model and curriculum resources
• Support teachers with intervention planning, grouping for instruction, providing resources

           for teachers

• Modeling/Co-teaching lessons
• Analyze student data w/ teachers
• Analyze school-wide math assessment data and monitor data dashboard
• Monitor math program and curriculum data
• Provide and facilitate professional learning for teachers (division & site-based)
• Observe teachers through instructional rounds with Instructional Coach
• Provide tiers of support data

                Spend 25-40% of his/her specialist time supporting students. This would include:

• Support & provide PL for intervention programs
• Support intervention planning and intervention strategies
• Provide Tier 2 intervention as needed (push-in)
• Provide and/or support Tier 3 intervention as needed (pull-out)
• Collaborate with the Special Education and ESL teachers for student intervention services

KNOWLEDGE, SKILLS,  & ABILITIES:

Duties performed typically in school settings to include: classrooms, gymnasium, cafeteria, auditorium, and recreational areas.  Frequent walking, standing, stooping, lifting, up to approximately 30 pounds, and occasional lifting of equipment and/or materials weighing up to approximately 40 pounds may be required.  Other limited physical activities may be required.  Occasional travel with students on field trips may be necessary.  Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is subject to inside and outside environmental conditions, noise and hazards.  Occasional movement of students by wheelchairs and other mechanical devices may be required.  Regular instruction to special needs children may be necessary.  Daily personal and close contact with children to provide classroom management and learning environment support is required.  Frequent contact with parents by phone and in person is necessary.  Occasional contact with medical professionals may be required.

EDUCATION AND/OR EXPERIENCE:

1. Valid certification to meet State requirements with specific endorsement in elementary education, secondary mathematics, or PK-8 mathematics specialist.
2. Applicant must have three or more years experience as a Mathematics Teacher or PK-8 Teacher with sufficient time spent in the teaching of mathematics.
3. Applicant who has had teaching experience must have an acceptable rating on such teaching.

PHYSICAL DEMANDS/REQUIREMENTS:

Duties performed typically in school settings to include: classrooms, gymnasium, cafeteria, auditorium, and recreational areas.  Frequent walking, standing, stooping, lifting, up to approximately 30 pounds, and occasional lifting of equipment and/or materials weighing up to approximately 40 pounds may be required.  Other limited physical activities may be required.  Occasional travel with students on field trips may be necessary.  Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is subject to inside and outside environmental conditions, noise and hazards.  Occasional movement of students by wheelchairs and other mechanical devices may be required.  Regular instruction to special needs children may be necessary.  Daily personal and close contact with children to provide classroom management and learning environment support is required.  Frequent contact with parents by phone and in person is necessary.  Occasional contact with medical professionals may be required.

TERMS OF EMPLOYMENT:

Teacher Contract: 200 Days

EVALUATION:

Building level administrator (Principal or Assistant Principal). Division Coordinator of Mathematics will also contribute, as needed, to the performance evaluation of the PK-8 Mathematics Specialist as they relate to curriculum, math programs, and content expertise.