Title II Math Specialist
Must hold a license issued by Virginia Department of Education.
The license must be in one of the following types: Collegiate Professional License, Postgraduate Professional License.
The license position area must be in one of the following areas: Algebra I, Algebra II, Calculus, Geometry, Math (General), Pre-Algebra, Pre-Calculus, Probability and Statistics, Trigonometry.
The license must be in one of the following grades: 6th, 7th, 8th, 9th, 10th, 11th, 12th.
The license status must be active or about to graduate from a state-approved teacher preparation program.
Under the direction of the Chief Academic Officer, and the Director of Middle and High School Programs, the Title II Math Specialist is responsible for planning and implementing a sound, systemic program of staff development that will strengthen employee's knowledge and skills relative to increasing student learning and achievement for grades 6-12. Assists the Chief Academic Officer, and the Director of Middle and High School Programs in developing, recommending, and administering all phases of the division’s staff development program
Plans and implements a staff development program, to include the following:
keeping current with VDOE Instructional resources and to support teachers and administrators with curriculum alignment (taught and assessed)
incorporating and modeling best-practices into the instructional model
generating improvement in math instruction and math achievement by conducting on-site, on-going math-related professional development
assisting teachers in analyzing student performance data for tiered and differentiated instruction
supporting school-wide progress monitoring
distributing assessment data to the teaching staff in a usable, organized, and electronic format
delivering Professional Development (PD) to teachers at regular intervals and attend PD, as appropriate
modeling integration of math strategies and best practices
conducting periodic staff development needs assessments
updating and enhancing the division’s comprehensive staff development plan
developing for each semester a program of staff development offerings and communicating these opportunities to employees
conducting and/or facilitating staff development workshops and seminars
teaching classes for DPS employees for college credit, if eligible to do so
conducting site visits to observe employee transfer of training into practice
modeling best practices in classroom instruction
ensuring that the division has a pool of employees who are thoroughly trained in various division-adopted programs of emphasis, such as Standards of Learning (SOL)
recommending staff development programs and activities to the Chief Academic Officer and the Director of Middle and High School Programs for approval
assuring that all staff development practices are in accordance with state and federal law and board policy
administering an efficient system of staff development record keeping, to include creating and maintaining computerized records regarding all training activities conducted and/or provided by the Department of Instruction
managing the information systems related to staff development, to include working with the Department of Information Systems Technology (through the Chief Academic Officer and the Director of Middle and High School Programs) to recommend changes or improvements to current systems
developing and continually updating staff development communications, diversifying these communications to appeal to targeted audiences
distributing staff development communications in a timely and appropriately-targeted fashion
counseling the Chief Academic Officer, and the Director of Middle and High School Programs on staff development-related issues
initiating studies on issues related to staff development and making recommendations in these areas to the Chief Academic Officer, and the Director of Middle and High School Programs and/or carrying out studies directed by the Chief Academic Officer and the Director of Middle and High School Programs.
Math Specialist Endorsement with at least three years of successful classroom teaching experience in which the teaching of mathematics was an important responsibility.
strong preparation and background in mathematics content, instructional strategies, and school leadership. Successful implementation with guided mathematics.
support a commitment to every student learning mathematics.
possess a deep understanding of the mathematics that teachers teach, including a core knowledge base of concepts and procedures within the discipline of mathematics that incorporates the following strands: number systems and operations; geometry and measurement; statistics and probability; and, functions and algebra.
focus on a thorough development of basic mathematical ideas and skills, with an emphasis on understanding the sequential nature of mathematics and the mathematical structures inherent in the content strands.
display careful reasoning and an understanding of the connections among mathematical concepts and procedures in solving problems.
possess an understanding of and the ability to use the five processes: becoming a mathematical problem solver; reasoning mathematically; making mathematical connections; and, using mathematical representations.
possess the ability to use and interpret meaningful measures of student's kills and understandings in math.
evaluate students' work and students' thinking and use this to inform instruction.
support the use of technology to improve teaching and learning mathematics.
demonstrate the ability to collaborate with teachers through co-teaching, mentoring, and coaching.
demonstrate the ability to identify teachers' individual professional development needs, and individualize staff development efforts to include both formal and job-embedded professional learning experiences.
Proficient in technology.
exceptional communication skills.
excellent organizational and planning skills.
working with principals, faculties, and staffs in individual schools and departments to ensure that staff development goals and needs are met through carefully planned and implemented continuous improvement stratagem
serving as resource for site-based staff development
ability to relate easily to teachers and administrators