JOB TITLE: Assistant Director of K-12 Mathematics
Job Code: BASAS 11B (225 days)
OFFICE: Academics and Professional Learning
REPORTS TO: Director of Mathematics
The Office of Academics and Professional Learning ensures all educators have access to the knowledge, skills, and resources that they need to provide every BPS student with a high-quality, culturally and linguistically sustaining, and well-rounded education that prepares them to actively and responsibly read, write, reason, communicate, create, and compute effectively within a global society
Assistant Director of Mathematics resides in the Office of Academics and Professional Learning within the Boston Public Schools, reporting to the Director of Mathematics. The Assistant Director of Mathematics is responsible for providing world-class, practice-changing professional learning to schools, providing curricular guidance, support, training, coaching, modeling, and collaborating across offices, to advance the mission of the Boston Public Schools.
The position will have a particular emphasis on problem-solving for and providing district-wide, network/school specific responses. The Assistant Director is expected to have expertise in the 2017 Mathematics Framework, the BPS Essentials for Instructional Equity, and the Essential Mathematics Teaching Practices and should be prepared to collaborate meaningfully with colleagues in central office departments, school and network administrators, teachers and teacher leaders, families, and outside partners to strengthen math teaching and learning for all students in all schools so all students have access to meaningful mathematics, build strong mathematical identities, and graduate from high school well prepared for college, career, and life.
Provide World-Class, Practice-Changing Professional Learning
Support teachers in the effective implementation of research-based instructional practices using standards-aligned instructional materials to improve student outcomes;
Develop and provide professional development to support the improvement of core instruction and the implementation of the 2017 Mathematics Framework;
Create, curate, or identify professional development tools and resources that support the consistent implementation of aligned curriculum materials, research-based instructional practices, and formative assessments in order to address the integrity of core content and the expectations of the 2017 Mathematics Framework;
Design and provide professional development for teachers, teacher leaders, and administrators to support the use of tools and resources identified to strengthen math teaching and learning;
Create, curate, or identify tools and resources that articulate and highlight system-wide priorities and policies for educational and professional learning as they relate to math instruction;
Ensure student access to standards-aligned, essentials-informed curriculum.
Develop processes and practices for monitoring the implementation of the instructional tools and resources and any accompanying professional development;
Support efforts of the Office of APL by creating, curating, or identifying tools and resources to support system-wide priorities and policies as they relate to math, including the implementation of the 2017 Mathematics Framework, the BPS Essentials for Instructional Equity, and the Essential Mathematics Teaching Practices;
Create, curate, or identify curricular resources and tools to support full alignment to the 2017 Mathematics Framework and monitor the use of these resources and tools;
Develop, implement, and communicate supports that enable the supervision and evaluation of mathematics instruction in schools to ensure continuity from pre-kindergarten through graduation;
Participate in classroom and school visits focused on effective standards-aligned instructional practices in math, review data on student performance in math, and provide teachers and administrators with next steps to strengthen math teaching and learning;
Advance systems of collaboration across BPS, ASSET, & APL
Proactively and consistently respond to classroom, school, and network needs
Creatively, relentlessly problem-solve and trouble-shoot
Communicate early and often with and coordinate across offices
Commit to excellence and deliver consistently
Create meaningful, trusting partnerships between school based teams and central office
QUALIFICATIONS - REQUIRED:
Master's Degree in Education
3 to 5 years math teaching and coaching experience (Boston or demographics similar to Boston preferred)
Massachusetts Supervisor License
Massachusetts Math License
Outstanding presentation and facilitation skills.
Demonstrated leadership qualities, interpersonal skills, and personal characteristics necessary for working effectively with students, teachers, administrators, and families.
Must believe that all students have the capacity to achieve proficiency in mathematics.
Knowledgeable of equitable teaching practices that provide access, support the development of mathematics agency, and build strong mathematics identities.
Ability to work under tight deadlines achieving goals successfully as required.
Growth mindset and high degree of cultural competence.
Must have excellent analytical skills as well as oral and written communication and interpersonal skills.
Ability to retrieve and analyze large quantities of data from multiple resources, review and integrate data analysis, and create reports for various audiences.
Excellent technology skills (e.g., Google Classroom, Excel)
Detailed oriented, effective organizational skills, and ability to coordinate and prioritize multiple projects simultaneously.
Ability to work effectively and efficiently individually and in a team oriented, fast paced environment both within the department and across departments.
Required to work 225 days/year.
Current authorization to work in the United States.
An understanding of and commitment to gain greater understanding of what is necessary for an urban school system to enjoy continuous improvement in an increasingly complex and competitive environment.
A deeply held and unyielding belief in the overarching mission of public education.
QUALIFICATIONS - PREFERRED:
Degree in Mathematics Preferred
Familiarity with Boston and Boston Public Schools
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.
In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
Special education license, experience and/or expertise.
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, employment, or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.
Boston Public Schools