Early Mathematics Specialist

Department: General Education

Reports to: Director of Instruction

Bargaining Unit: NA/Temporary

Contract: Part-Time - 3 days per week and up to 10 days in the summer based on needed support locally.

Summary: ISD Early Mathematics Specialists (EMS) are a key part of the system to support educators in enacting the Essential Instructional Practices
across Michigan. The EMS will engage with Leadership Teams (ISD & Local) and Education Leaders to refine and redefine systems to support the continual improvement of PK-5 mathematics programming. In addition to collaborating at the leadership level, the EMS will guide relevant and ongoing professional learning from the state level to the classroom level by delivering research-based practices developed in collaboration with the MAISA Early Math Team, GELN Early Math Task Force and Institute of Higher Education Researchers. The focus area for the AMA ESD is rooted in co-leading the AMA Early Math Advisory Committee, as well as, supporting Number Corner instruction and mathematical practices in Hillman and Atlanta Elementary Schools until September 30 of 2025. This is a part-time position, which includes up to 28 hours of focused EMS related work each week.

Knowledge:

- Essential Instructional Practices
- Organizational Practices
- Systems level research and practice
- Strong content and pedagogical knowledge
- Deep understanding of how children learn mathematics
- 4 Support Functions (Coaching, Consulting, Presenting & Facilitating)
- Elementary and Early Childhood context (PK-5)
- Support teams in their development as a cohesive and collaborative group

Be Able To:

- Support leadership in reflecting and refining a system for mathematics teaching and learning
- Support leaders and teachers in their learning journey
- Design and deliver professional learning
- Lead and develop a group over time
- Bring a network of local early math leaders together to learn and grow
- Model and provide support for teacher’s use of effective and equitable teaching practices

Beliefs:

- PK-5 mathematics is a vital lever in a child’s future opportunity
- Educators and children have assets that can be built on
- There isn’t “one way” that will work in every situation
- Context matters
- All children are capable of learning mathematics at high levels
- Learning happens along a trajectory for children and adults

Essential Duties and Responsibilities: Other duties may be assigned

1.   Bring professional learning developed at the state and regional level to local leaders and teachers in an intentional and ongoing way.
2.   Support Leadership Teams (ISD and Local) in the continuous improvement of their mathematics programming by learning about and enacting the Essential Organizational Practices.
3.   Support groups of educators (teachers and leaders) in learning about and enacting the Essential Instructional Practices.
4.   Provide follow-up for groups with job-embedded professional learning (modeling, co-teaching, co-planning, reflecting,…) while making learning opportunities available to the most educators possible.
5.   Connect and maintain a network of local mathematics leaders to learn, grow, and problem resolve around the PK-5 mathematics programming in the region.
6.   Engage in state level learning and networking events to stay on the cutting edge of the work.
7.   Advocate for Early Mathematics in local, regional and statewide contexts.
8.   Communicate effectively and positively with constituents at all levels of the educational system.

Other Skills and Abilities:

·  Demonstrated proficient use of computers, job-specific software, and other office equipment.
·  Ability to apply knowledge of current research and theory in related areas to the job.
·  Ability to communicate clearly and concisely, both orally and in writing.
·  Ability to establish and maintain effective working relationships with students, staff, and school community.
·  Ability to perform duties with awareness of all district requirements and Board of Education policies.
·  Extensive knowledge of child and adolescent development.
·  Extensive knowledge of multi-tiered systems of support, especially PBIS.
·  Extensive knowledge of data analysis.
· Ability to work collaboratively within a team atmosphere.

Physical Demands – 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. While performing the duties of this job, the employee must be able to do the following:

· Ability to sit for long periods of time.
· Acute vision required or correction including close vision, color vision, depth perception, and ability to adjust focus.
· May be required to grasp, push, reach, or stoop/kneel/crouch.
· May occasionally be required to lift up to 20 pounds, rarely up to 50 pounds
· Must be able to have repetitive wrist/hand/finger movements to work on computer and/or related office equipment.
· Travel required.

Preferred Qualifications:

Education: Bachelor’s degree in an education related field. Master’s Degree preferred.

Experience: Prior experience working in a school or district setting focused on Positive Behavioral Intervention Supports and behavioral health initiatives. Experience as a consultant, coordinator or with systems-level implementation preferred.

Certificates, Licenses, or Registrations: Certificate or Licensure to match positions above; Must have and
maintain valid driver’s license.

Salary Range: The salary will be commensurate with education and demonstrated experience of the successful candidate to fulfill the requirements of the position as determined by administration.

Posted: October 11, 2024

Posting Expires: When position is filled

Notice of Non-discrimination: It is the policy of the Alpena-Montmorency-Alcona Educational Service District that no discriminating practices based on race, color, national origin, sex (including sexual orientation or sexual identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected category be allowed during any program activity, service or in employment.

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