Interim Upper Elementary Math Specialist (Grades 4-6)

To cover a leave of absence from January through June 2027

SUMMARY:

Reporting to the Head of Upper Elementary, plan and implement appropriate curriculum and activities designed to promote academic, social, and emotional growth for children with varying needs, including differentiation of instruction, individual student support and accommodation, and the application of assessments and evaluations, working collaboratively with the program administrators and other learning specialists to provide resources and support for fourth through sixth-grade classroom teachers as they plan and implement the math curriculum. This is an in-person role, and regular onsite attendance is an essential function of the position. The employee must be onsite to support students on campus, engage in direct collaboration, respond promptly to time-sensitive and unplanned needs, and perform additional duties that require physical presence at the school.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Creatively and dynamically lead in refining and maintaining a seamless elementary math curriculum continuum through planning and alignment of goals, programs, instruction, and assessment. Collaborate with faculty to plan instruction and analyze assessments and data to meet diverse student needs. Support upper elementary classrooms and occasionally co-teach alongside faculty. Spend time in classrooms daily to ensure curricular alignment and opportunities for reteaching and enrichment to optimize student learning. Design and implement ongoing faculty professional development for math curriculum initiatives, as well as for assessment, diverse learning styles, and differentiated instruction in the area of mathematics. Model math instruction strategies as needed. Meet with administrators and other learning specialists to discuss children, programs, and progress and to coordinate learning goals with classroom teachers. Act as part of the broader upper elementary specialist team, participating in regular meetings and discussions of a team teaching approach to support students. Stay current on math instructional practices. Enhance assessment practices by using equity-based measurement tools that provide all students with fair opportunities to demonstrate their readiness for advanced math learning. Regularly collaborate with teachers and administrators to set inclusive goals and objectives that reflect each student's potential. Enrich, challenge, and deepen the understanding of advanced math concepts for students seeking greater rigor through specialized enrichment groups before and after school, as well as during the school day, as needed. Provide support and remediation for students needing greater support before and after school, as well as during the school day, as needed. Act as a liaison between school, parents, and outside support specialists; communicate regularly with all constituencies regarding student recommendations, support, and ongoing assessments. Capitalize on cross-curricular opportunities with a particular emphasis on STEAM (Science, Technology, Engineering, Art, and Mathematics) curriculum; thoughtfully integrate technology that engages students in mathematical thinking. Develop and present math workshops and other educational opportunities for parents. Act as a resource for parents about current math research, programs, and materials. Communicate with students in a positive manner. Communicate respectfully, clearly, and honestly in verbal, electronic, and written form with parents, administrators, and colleagues regarding curriculum and students, and maintain a sensitive, cooperative, and flexible demeanor in interactions. Positively contribute to the schoolwide community. Demonstrate professionalism through reliability, punctuality, and personal appearance and self-care, and maintain personal integrity and a respectful attitude in all relationships, and positively contribute to the school community. Provide for the physical safety of children through anticipation and removal of hazards, visual observation of children active or at rest, and by appropriately responding to injuries. Follow all personnel policies and the guidelines of the Emergency Response Plans, and take responsibility for students' safety in an emergency situation or drill.

QUALIFICATIONS:

To perform this job successfully, an individual must be able to perform each essential duty to the satisfaction of the administration. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND EXPERIENCE:

Minimum of a Bachelor's degree or higher in education or a related field. Valid elementary-level California teaching credential preferred, but not required.

BEHAVIORAL SKILLS:

Demonstrate personal integrity, friendliness, patience, fairness, openness, non-defensiveness, sensitivity, flexibility, and enthusiasm.

LANGUAGE SKILLS:

Ability to read, analyze, and interpret written documents, professional literature, and material pertinent to child development and education. Ability to write reports, child evaluations from a developmental perspective, curricular plans, and letters. Ability to verbally present information and respond to children, parents, colleagues, and administrators in the areas of early childhood curriculum and child development, and to speak and write from a child-specific perspective. Ability to communicate effectively with parents, students, and colleagues.

TECHNICAL SKILLS:

High comfort level and proficiency with technology as a teaching, learning, and communication tool. Ability to use simple tools and machines, such as copiers and laminators. Ability to use computers to write reports, compose letters and emails, create documents, and communicate with parents.

REASONING ABILITY:

Ability to solve practical problems and apply common sense and good judgment in dealing with everyday and emergency situations. Ability to interpret a variety of instructions.

PHYSICAL DEMANDS:

The physical demands described here are representative of those required 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 employee is regularly required to talk and hear; to stand, walk, sit, stoop, kneel, crouch, crawl, and climb; to use hands to finger, handle, or feel objects, tools, or controls; to reach with hands and arms. Specific vision abilities required include close vision, distance vision, peripheral vision, and the ability to adjust focus.

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those a teacher encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment varies from quiet to moderate to noisy. #J-18808-Ljbffr The Center for Early Education