Mathematics Prek-12, Specialist

About the role

Provide expertise, service, and support in mathematics teaching and learning with a focus on instructional planning, instructional delivery, and measuring and analyzing student outcomes. Work closely with classroom teachers and school-based teacher leaders to effectively implement instruction aligned the Maryland College and Career Standards. Collaborate with instructional leadership teams to evaluate formative and summative data to monitor the effectiveness of programs and inform instructional recommendations. Facilitate ongoing, job-embedded professional learning and in-classroom coaching on the use of evidence-based instructional practices and responsive instruction.

Responsibilities

• Models research-based instructional practices, co-teaches lessons, and facilitates professional learning to demonstrate effective planning and instructional pedagogy for teachers and teacher leaders.
• Provides support to individual teachers and/or grade level teams through the provision of daily, consistent, ongoing support to schools to guide the implementation of the curriculum.
• Plans and provides professional learning and coaching on the implementation of effective, research-based curriculum.
• Identifies and recommends prevention, intervention, and enrichment opportunities for students in mathematics.
• Plans and provides professional learning on monitoring and analyzing student data and using identified student learning needs to make responsive instructional decisions.
• Maintains curricular resources to include mid and end-of-unit assessments, final exams, assessment blueprints, course guidance documents, pacing calendars, Year-at-a-Glance documents, family resources, and additional ancillary resources as needed.
• Provides leadership in identifying Baltimore County Public Schools (BCPS) mathematics program and curricular needs.
• Provides leadership in the development, revision, and implementation of the mathematics curriculum to address the standards and indicators in the Maryland College and Career Readiness Framework.
• Provides leadership in the development, revision, and implementation of the mathematics curriculum to address the standards and indicators in the Maryland College and Career Readiness Framework.
• Provides leadership in the development, revision, and implementation of the mathematics curriculum to address the standards and indicators in the Maryland College and Career Readiness Framework.
• Maintains a collaborative relationship with MSDE, community agencies, institutions of higher learning, and other leaders in mathematics education that benefits schools and supports system priorities.
• Provides parents, guardians, and community stakeholder groups with information and strategies that can be implemented with children to enhance student learning.
• Performs additional duties as assigned.

Qualifications

• Education, Training And Experience: Graduation from an accredited college or university with a master’s degree or master’s equivalent. Five years of successful teaching experience in elementary and/or secondary education, with progressive leadership responsibilities.
• Licenses And Certificates: Possession of a Maryland Educator Advanced Professional Certificate appropriate to the area of assignment. OR Possession of, or eligibility for, a Maryland Educator Advanced Professional License appropriate to the area of assignment. Possession of a Maryland Educator Administrator I endorsement or Administrator I Licensure or Supervisors of Instruction, Assistant Principals, and Principal is preferred.
• Knowledge, Skills, And Abilities: Demonstration of skill, experience, content knowledge, and pedagogy in mathematics. Demonstration of skill and experience in data analysis for identification of instructional implications. Outstanding oral and written communication skills. Demonstration of experience in curriculum development and professional development. Demonstration of strong leadership, organization, and human relations skills. Demonstration of technology competencies (e.g., database creation, spreadsheets, word processing, and applications related to the content). Knowledge of current research-based instructional practices.