Director of Instruction: Elementary Mathematics

    • Job Tracking ID: 512440-573133
    • Job Location: Boston, MA
    • Job Level: Any
    • Level of Education: Any
    • Job Type: Full-Time/Regular
    • Date Updated: May 18, 2017
    • Years of Experience: Any
    • Starting Date: ASAP
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Job Description:

School Description

Dudley Street Neighborhood Charter School (DSNCS) operates within the Boston Public Schools as a Horace Mann “in-district” charter school.  We opened our doors in 2012, and now serve over 300 students in grades PreK-5. Founded by the Boston Plan for Excellence (BPE) and the Dudley Street Neighborhood Initiative (DSNI), we work with local partners to ensure all children in the Dudley neighborhood have access to a high-quality education.

DSNCS is a BPE Teaching Academy, part of a PreK-12, neighborhood, school pathway that includes Dearborn STEM Academy (G6-12).  Modeled after teaching hospitals, teaching academies serve as training sites for aspiring teachers participating in the Boston Teacher Residency program. All staff at DSNCS work collaboratively to enact ambitious teaching and learning in service of student achievement.

Position Description

The Director of Instruction for Mathematics (DI-Math) provides leadership for the planning, development, implementation and evaluation of mathematics instructional and curriculum at (DSNCS).  This work is situated in accordance with state and national criteria that include rigorous content, pacing, and common assessments to ensure that all students meet and exceed the MA Curriculum Framework Standards. The DI-Math serves as an expert instructional coach and curricular resource within the BPE network of “teaching academy” schools.  The DI-Math supports teachers and administrators in designing and delivering math instruction that is consistently ambitious and strengthens all students’ ability to engage in content as mathematical thinkers and problem solvers. The DI-Math provides professional development and support to staff and administrators in the implementation of high leverage practices and standards, including training in instructional strategies that are effective with diverse learners.

Key Competencies  

  • Strong leadership skills and a deep commitment to improving the quality of public education in urban communities. The DI-Math will work with the school leadership team to implement an instructional system for mathematics that meets the academic needs and accelerates the learning of all students.

  • Knowledge of research-based mathematics curriculum, instruction and assessment practices, especially relative to interventions with struggling and English language learners.

  • Strong accountability orientation. The DI-Math will be responsible for supporting the Principal in the design and implementation of an ambitious model for mathematics instruction that incorporates feedback and accountability practices to evaluate the effectiveness and coherence of curriculum, instructional practices, student interventions, and professional development.

Responsibilities

  • Directs the design and implementation of a coherent PK-5 mathematics curriculum that it is rigorous, culturally responsive, and reflects current research/theory in instruction, in alignment with BPE principles of student learning.

  • Promotes a math curriculum and teaching practices that engage students in tasks that require analytical and critical thinking, problem-solving and creativity; that address each student’s needs, interests and skill levels; that encourage the student to define individual goals and accept responsibility for learning; and that provide a variety of methods for the student to demonstrate performance and achievement.

  • Collaborates with the Special Populations team to design and implement innovative math programs that address the needs of students with identified learning challenges.

  • Observes classroom instruction to evaluate the implementation of math curriculum and instruction including content, materials, pedagogy, pace and standards, student performance and curricular effectiveness.

  • Collects and analyzes performance data including, but not limited to, state and school-wide assessments regarding the achievement of students, work samples, and other pertinent information affecting the design and evaluation of curriculum and instructional practices.

  • Directs the annual review and revision of the PK-5 mathematics curriculum and ensures alignment with the MA Curriculum Framework Standards for mathematics.

  • Promotes differentiated instruction in mathematics and the use of a variety of strategies and materials consistent with research on learning and child growth and development.

  • Works with school leadership teams to design professional learning that increases teachers’ knowledge of effective math skill development strategies and instruction.

  • Identifies staffing needs and assists with the recruitment and selection of outstanding, high-capacity instructional staff. 

  • Communicates frequently with the principal, teachers, data team, community agencies, and others to ensure coordination of math-related programs and services, including vertical and horizontal articulation of skills and content sequence.

  • Reflects upon the needs of the mathematics program and students to organize and implement a system for the evaluation and selection of equipment, instructional materials, and assessment tools that are designed to meet the MA Curriculum Framework Standards in mathematics.

  • Plans and provides professional development for staff that is relevant to math standards, that is research-based, that builds the capacity of administrators and teachers to transform learning experiences in order to drive ambitious student achievement objectives.

  • Ensures that the professional development program for mathematics is focused on how students learn, encompasses both content and pedagogical knowledge and skills, promotes collegial learning, and includes job-embedded opportunities for growth.

Experience and Skills:

Qualifications

  • Advanced degree education and/or mathematics.

  • Minimum of 10 years professional experience, including 3 years in a leadership capacity.

  • Demonstrated knowledge of research-based curricula, program implementation and evaluation, child growth and development, effective instructional strategies, classroom management, and learning assessment and diagnosis.

  • Experience in designing and leading mathematics professional development.

  • Leadership experience with staff management including, but not limited to, the hiring, evaluation, and development of teaching faculty.

  • Strong and tested ability to develop excellent teams and participate effectively on teams; a collaborative management style.

  • Ability to prioritize, balance, and complete complex projects in the face of competing deadlines.

  • Demonstrated passion for and commitment to the BPE-DSNCS mission and educational model.  

  • Sense of humor!

Compensation:

Salary commensurate with experience. Generous benefits package, including group health, dental and life insurance, retirement plan, and vacation allowance.

Please visit http://bpe.atsondemand.comto submit an application for consideration.

DSNCS, a BPS/BPE School is an equal opportunity employer committed to fostering a diverse and inclusive workplace.