PRIMARY FUNCTION: This position is responsible for specialized assistance to schools in the area of mathematics to support system goals. Emphasis is placed on the development of

curriculum tools and demonstration of research-based, effective instructional practices.

REPORTS TO: MSAP Program Director

SALARY SCHEDULE:  Teach

WORK DAYS:  229

REQUIREMENTS:

Educational Level: Master’s degree from accredited college or university. Valid Teaching certification in the assigned content area

Experience, Skill and Certification: 

     Required:

• At least five (5) years of successful classroom teaching experience.
• Valid teaching certification in Middle Grades or Secondary Mathematics.
• Skills in collecting, analyzing, and using student data to develop and enhance the math curriculum.
• Proficient in the use of technology and online software.
• Demonstrable knowledge of Georgia Common Core Performance Standards.
• Skills in implementing engaging standards-based instruction.
• Knowledge and experience in curriculum implementation, effective instructional strategies, and research-based best practices in assigned content area.
• Ability to model and demonstrate effective classroom practices for teachers.
• Strong interpersonal communication skills, including the ability to work with a variety of stakeholders.

     Preferred:

• Teacher Support Specialist endorsement.
• Successful experience planning and delivering professional development.
• Experience as a mentor or in other teacher-leader roles.

ESSENTIAL DUTIES:

1. Works collaboratively with teachers, other instructional staff, administrators, community members, and any other relevant service.
2. Develops, delivers, and facilitates high quality professional development based on needs determined through analysis of data at schools, working with teachers in teams or individually.
3. Works with teachers in the implementation of activities that develop problem solving and higher order thinking skills.
4. Models engaging lessons for teachers.
5. Instructs administrators and teachers on the use of Math assessment results to improve and customize the delivery of instruction.
6. Monitors instructional effectiveness and student progress using online tools and makes adjustments to meet the accountability requirements of the MSAP grant.
7. Instructs and assists teachers in implementing effective teaching strategies so that all learners have access to engaging and rigorous content.
8. Responsible for providing instructional leadership in Math to support school STEAM programs and core areas.
9. Works collaboratively with school and central staff to improve instruction.
10. Provide direct, instructional support, coaching and guidance to teachers integrating STEM/STEAM within their classrooms and embedded throughout the curriculum(s).
11. Assists teachers in developing accommodations and adaptations to ensure full participation of all students.
12. Assists teachers in creating a math integrated classroom environment that provide for student involvement in the learning process and enables each student to achieve their learning objectives by coaching and guiding teachers.
13. Participates in and delivers STEM/STEAM and Math integration professional development to families and staff members.
14. Performs other related duties as required and assigned.
15. Provides leadership in the selection, procurement, and distribution of Instructional Math materials, textbooks, software, and equipment related to effective instruction.
16. Works with Director to provide principals and teachers with updated district and state level curriculum and program initiatives.
17. Works effectively with all stakeholders to implement and monitor instructional programs in diverse school settings.
18. Performs other related duties as required and assigned.

Terms of Employment

Incumbents will receive an annual contract. The work calendar will be 229 days.  Salary will be determined based on level of certification and allowable experience.

Position is MSAP Grant Funded: ends March 31, 2026                      

Non-Essential Responsibilities

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

Physical and Sensory Demands

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

OFFICE Employees in this category are normally exposed to a typical environment.  The employee has some control over the length of time sitting, standing, or ambulating.  There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching.  There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking.  There are few exceptional physical or sensory demands.

OTHER  Incumbents must have valid driver's license and reliable personal transportation due to frequent travel between school locations.