Classification Title: Curriculum Coordinator - K-5 Mathematics
Department: Central Office
Pay Grade: Administrator Salary Scale (A1)
FLSA Status: Exempt
Supervisor: Director of Elementary Instruction & Federal Grants
GENERAL STATEMENT OF JOB
The individual in this position is responsible for working collaboratively with teachers and administrators to strengthen mathematics instruction for all students in each Title I elementary school, utilizing mathematics content knowledge and instructional expertise.
The K–5 Math Coordinator will support the implementation of high-quality, standards-aligned mathematics instruction by modeling effective teaching strategies, facilitating professional learning, and promoting best practices in math pedagogy. The Coordinator will collaborate with teachers to design, implement, and refine engaging, conceptually focused mathematics lessons that build students’ mathematical reasoning, problem-solving skills, and conceptual understanding.
The K–5 Math Coordinator will assist teachers in differentiating mathematics instruction to meet the diverse needs of learners, analyzing student data to inform instructional decisions, and integrating appropriate instructional resources and technology to enhance mathematics teaching and learning.
SPECIFIC DUTIES AND RESPONSIBILITIES
Essential Functions:
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Supports the mission and vision of Henry County Public Schools.
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Works with teachers and administrators to organize and promote high-quality K–5 mathematics instruction that fosters conceptual understanding, procedural fluency, problem solving, and mathematical reasoning.
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Works directly with school administrators and staff in the development, implementation, and evaluation of K–5 mathematics curriculum and instructional initiatives.
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Serves as a liaison between the Department of Curriculum and Instruction and schools by working directly with schools to implement and strengthen a standards-aligned mathematics curriculum.
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Assesses the needs of each school and determines next steps in strengthening mathematics instruction and student achievement.
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Assists in the development, revision, and implementation of a vertically aligned K–5 mathematics curriculum that promotes coherence, rigor, and equity.
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Creates educational opportunities for students through outreach to community and educational partners that support mathematics learning and enrichment.
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Coordinates partnerships with community members and organizations to provide meaningful mathematics-related learning experiences for students.
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Organizes, develops, coordinates, and provides professional learning for administrators and instructional staff related to research-based mathematics best practices.
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Builds mathematics instructional capacity among staff and administrators regarding curriculum, assessment, and instructional initiatives.
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Models effective mathematics instruction, observes classroom teaching, and provides reflective, growth-oriented feedback to support instructional improvement.
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Develops, organizes, and promotes authentic, problem-based mathematics learning experiences.
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Works effectively with schools, community organizations, government agencies, parents, students, and staff.
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Coordinates and organizes special mathematics events and enrichment opportunities, including summer learning opportunities.
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Assists teachers in strengthening mathematics instruction and implementing evidence-based instructional strategies.
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Maintains current knowledge of district, state, and federal laws, regulations, standards, and policies affecting mathematics education.
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Creates positive, collaborative relationships with team members, teachers, and administrators.
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Communicates and demonstrates research-based mathematics instructional practices that result in increased student performance.
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Serves as an instructional leader within the division.
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Manages time and schedules flexibly to support all elementary schools.
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Works positively toward meeting identified district and school improvement goals related to mathematics achievement.
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Develops and maintains a confidential, collegial relationship with teammates, teachers, and administrators.
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Possesses an understanding of when to contact administrators regarding issues of safety and ethics.
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Manages change productively and performs other duties as assigned.
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Assist with Title IV federal grant development and monitoring
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Serves as a member of the division VTSS team.
Additional Duties:
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Performs other related work as required.
MINIMUM EDUCATION AND TRAINING
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Bachelor's Degree in applicable field of education from an accredited college or university required. Master’s Degree with specialization in Administration & Supervision or Curriculum & Instruction preferred.
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Five (5) years successful classroom teaching experience in mathematics, demonstrating student achievement and growth as determined by the district balanced assessment model.
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Extensive knowledge of and experience in Henry County instructional initiatives, conditions of learning, and assessment driven instruction.
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Must have or be eligible to receive a teacher license from the Virginia Department of Education with an endorsement in elementary education.
- Or an equivalent level of education and experience.
MINIMUM QUALIFICATIONS AND STANDARDS REQUIRED
Knowledge, Skills and Abilities:
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Knowledge of the Virginia Standards of Learning in mathematics and a strong understanding of mathematics curriculum development and vertical alignment.
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Knowledge of and experience in research-based mathematics instructional practices that promote conceptual understanding, procedural fluency, and problem-solving, along with extensive knowledge of Henry County instructional initiatives, conditions of learning, and assessment-driven mathematics instruction.
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Ability to analyze mathematics assessment data to inform instruction and improve student achievement.
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Ability to develop positive, collaborative relationships with team members, teachers, and administrators, and to foster an environment with a common focus on high-quality mathematics instruction aligned to Henry County Schools’ initiatives and expectations.
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Skill in effective communication, both verbally and in writing.
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Skill in presentation, facilitation, communication, and interpersonal skills, with the ability to design, deliver, and support meaningful professional learning and reflective practices for administrators and teachers.
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Ability to maintain effective working relationships with other District employees and the general public, strong organizational skills, and efficiency in meeting deadlines.
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Ability to work independently with minimal supervision.
Physical Requirements:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The work is light work which requires exerting up to 30 pounds of force occasionally and/or exerting up to 20 pounds of force frequently, and/or up to 10 pounds of force to move objects frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Work is performed while standing, sitting and/or walking. Requires the ability to communicate effectively using speech, vision, and hearing. Requires the use of hands for simple grasping and fine manipulations. Requires bending, squatting, crawling, climbing, reaching. Additionally, the following physical abilities are required:
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Reaching: Extending hand(s) and arm(s) in any direction.
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Pushing or Pulling: Using upper extremities to press against something with steady force in order to thrust forward, downward or outward. Using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.
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Grasping: Applying pressure to an object with the fingers and palm.
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Handling: Picking, holding, or otherwise working, primarily with the whole hand.
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Feeling: Perceiving attributes of objects, such as size, shape, temperature or texture by touching with skin, particularly that of fingertips.
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Manual Dexterity: Picking, pinching, typing, or otherwise working, primarily with fingers rather than with the whole hand as in handling.
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Repetitive Motion: Substantial movements (motions) of the wrist, hands, and/or fingers.
Work Environment:
The worker is not subject to adverse environmental conditions.
