Math Specialist

Math Specialist One-Year Only Open in Google Maps This job is also posted in Rhode Island State DOE Consortium Job Board Job Details Job ID: 5843495 Application Deadline: Jul 31, 2026 11:59 PM (UTC) Posted: Jul 21, 2026 12:00 AM (UTC) Starting Date: Aug 24, 2026 Job Description Title: Math Specialist/Coach. The role is to improve math performance for Barrington students, primarily at Sowams Elementary School. Qualifications Teacher Certification Granted by the Rhode Island Department of Education Bachelor’s Degree with Certification in Elementary Education with a minimum of 5 Years of Math Instructional Experience Master’s Degree preferred with specialization in Math or special education Job Goal To improve the overall math performance of Barrington students. The location for this position for 2022‑2023 will be Sowams Elementary School. Performance Qualifications Provide direct intervention for students below grade level in mathematics. Provide leadership, coordination, professional development, and in‑class coaching to develop and implement a capacity‑building model of math instruction. Priority given to intervention with remaining time to be used for coaching. To support Barrington's commitment to diversity, and foster inclusion, respect, and equity in education, the successful candidate will be selected from a diverse group of people. Preference will be given to candidates who articulate their commitment to valuing inclusivity and diversity. Performance Responsibilities of Math Specialist/Coach Provides research‑based math interventions following ESSA Develops personal math plans Engages in regular progress monitoring and uses data to inform instruction and interventions Develops a schoolwide model of math coaching Collaborates with principals and provides support/mentoring/coaching for building‑level teachers Builds capacity of building‑level teachers to improve student achievement Facilitates building‑level math professional development Assists in collecting and analyzing data at the district and building levels Co‑teaches and models math instruction with building‑level teachers Demonstrates best practices in differentiated math instruction Demonstrates the effective use of resources for math instruction Attends professional development workshops and conferences Communicates regularly with the Assistant Superintendent Has solid knowledge of the Common Core State Standards for math, including the progressions and practices Has solid knowledge of the math units of study and corresponding assessments Has experience developing math formative and summative assessments aligned to the CCSSM Has experience in presenting Common Core‑aligned lessons to teachers and families Serve as a professional learning community member to actively provide a collaborative, rigorous, relevant, and personalized education supported by technology that prepares students for college and careers Implement learning and teaching practices and school and community support following district and school improvement plans and the district's mission Create, implement, and actively support the implementation of deeper learning, project and inquiry‑based learning, and the integration of academic content areas, which purposefully increases students' creativity, higher‑order thinking skills, collaboration, communication, and engagement Implement and support changes to Next Generation Standards and Common Core Standards‑based curriculum, instruction, assessments, school structures that align, to the extent practicable, to students' college and career interests, 21st Century Skills, and work habits needed for success in a global economy, NEASC Standards, and NESSC Global Best Practices Collaboratively create and implement performance tasks, formative and summative assessments aligned to the Common Core and 21st century skills, and task validation and calibration Actively support the implementation of high‑interest flexible pathways which prepare students for local and global labor markets and lead to college credit and/or industry certifications Disseminate accurate and positive information about the schools’ and district’s goals and initiatives in various print and electronic formats Foster partnerships among parents, educators, businesses, higher education, and communities that support learning in and out of school, dual enrollment, online learning, and externships Support positively and actively the efficient, effective, and collaborative management of school operations to ensure learning experiences, promote positive discipline practices, and school safety practices to advance the district's mission Create learning experiences (including interdisciplinary) using strong content knowledge that reflects an understanding of the nature of the communities and world in which we live Create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas to apply beyond the school setting Design instruction that addresses the core skills, concepts, and ideas of the disciplines/content areas to help all students meet Rhode Island’s learning standards Represent and use differing viewpoints, theories, and methods of inquiry when teaching concepts and encourage students to see, question, and interpret concepts from various perspectives Create instructional opportunities that reflect an understanding of how children learn and develop Use an understanding of students (e.g., individual interests, prior learning, background, and experiences) to create connections between the subject matter and student experiences Seek information about the impact of students’ specific challenges to learning or disabilities on classroom performance, and work with specialists to develop alternative instructional strategies to meet the needs of these students Make appropriate accommodations and modifications for individual students who have identified learning differences or needs in an Individualized Educational Plan (IEP), 504 Accommodation Plan, Personal Literacy Plans (PLP’s), or individualized learning plans (ILP’s) Create instructional opportunities to encourage all students’ development of critical thinking, problem‑solving, performance skills, and literacy across content areas Design lessons that extend beyond factual recall and challenge students to develop higher‑level cognitive skills and use tasks that engage students in exploration, discovery, and hands‑to generate knowledge, test hypotheses, and explore methods of inquiry and standards of evidence Create learning groups in which all students learn to work collaboratively and independently Communicate clear expectations for achievement that allow all students to take responsibility and advocate for their learning Use various communication strategies (e.g., listening, restating ideas, questioning, offering, counterexamples, and technological advances) to engage students in learning, collect and share information, and enrich discourse in the classroom and the school Use appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, provide feedback, and plan future instruction Provide students with opportunities and guidance to evaluate their work and behavior against defined criteria and use the self‑assessment results to establish individual goals for learning. Use assessment results to provide students with timely, helpful, and accurate feedback on their progress toward achievement goals Reflect on practice and assume responsibility for own professional development by actively seeking and participating in opportunities to learn and grow as professionals and enhance the instructional core Solicit feedback from students, families, and colleagues to reflect on and improve teaching Take responsibility for learning about and implementing federal, state, district, and school initiatives to improve teaching and learning When working with students, colleagues, and families, follow school policy and procedures, respecting the boundaries of professional responsibilities Interact with students, colleagues, parents, and others in a professional manner that is fair and equitable and guided by codes of professional conduct Exhibit attributes of reliable attendance, promptness, dependability, and professional ethics; Use practical communication skills with students, colleagues, families, and related agencies (spoken, written, and non‑verbal); Complete all requested forms, reports, and data collections in an accurate and timely manner; Perform the functions of the position by the: RI Professional Teaching Standards; RI Professional Code of Conduct; and all laws, regulations, school district policies, directives, the mission of the district, school‑based plans, and administrative priorities/requests; and Perform other duties as may be assigned and/or necessary to perform the functions of the position Proven ability to deliver research‑based distance learning and technology integration Strong understanding of culturally relevant and responsive teaching Other Duties Performs any other related duties assigned by the Principal or other appropriate administrators Working Conditions and Physical Requirements The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. The employee is regularly required to operate a keyboard, view a computer screen, and sit or stand for extended periods. Required vision abilities include close vision and the ability to adjust focus. The employee is frequently required to bend, stoop, kneel, reach with hands and arms, and grasp and manipulate large and small items. The employee must also move from location to location, lift objects weighing up to 30 pounds, and drive a vehicle. Communication requirements include hearing and responding to voice and other sounds in small and large settings with background noise and presenting information orally and in writing. Work Environment The work environment characteristics described here represent those employee encounters while performing the essential functions of this job. Reasonable accommodations may enable individuals with disabilities to perform essential functions. Will be expected to deliver instruction and prepare lessons on the computer for a significant time. Will need to lift materials and equipment relevant to the position. Will need to stand and sit in instructional positions throughout the day. Terms of Employment The length of the contract is to be determined by the Superintendent. Evaluation Performance will be evaluated following the provisions of the School Committee policy on the evaluation of teaching staff. Position Information Position Type: Full‑time Job Categories: Classroom Teacher > Math: General Job Requirements At least 3 year(s) of relevant experience preferred. Bachelor degree preferred. Citizenship, residency or work visa required. Application Instructions Welcome to the Barrington School District. Barrington Schools actively seeks applications from only the most capable, professional candidates.

PLEASE NOTE:

Only complete SchoolSpring application packets, including letter of intent (Cover Letter) will be considered. Please do not send paper applications. Applicants must be currently certified by the Rhode Island Department of Education for the position for which they are applying. If selected for interview, you will be required to bring the following items with you: Original Rhode Island Teacher or Administrator Certification Original Praxis or NTE scores Certified transcripts Original, signed professional letters of recommendation (references should be less than one year old, from persons not related to you whom you have known for at least one year) Contact Information Ruth Corley , Assistant Superintendent 283 County Road Barrington, Rhode Island 02806 Phone: View phone number on click.appcast.io Email: View email address on click.appcast.io #J-18808-Ljbffr Young World Physical Education