The Math Enrichment Coordinator is a new position that will support the strategy and execution required to meet Phillips Brooks School's goal to support all students in their mathematical journey, meeting them where they are and encouraging them to reach their fullest potential through differentiation and extension. These enrichment experiences are intended for students of all levels to reach their potential to be great mathematicians through substantial and rewarding math instruction. The Math Enrichment Coordinator, reporting to the Director of 3rd–5th Grades and Specialists, will work with faculty and staff teams to enable curricular and program innovation and growth and to expand teacher expertise so we can ensure that our curriculum is meeting all of our current and future math teaching and learning needs.
PBS welcomes and encourages applicants from diverse backgrounds, cultures, and identities and is committed to an inclusive work environment. You'll have an opportunity to contribute to an upbeat professional learning community that appreciates creativity and an innovative approach to program development.
For more information on Phillips Brooks School, please visit: www.phillipsbrooks.org
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• Enhance differentiation in the classroom so that all students are challenged to deepen their learning and reach their fullest potential • Develop math learning extensions and challenge in service of excellent classroom experiences for students whose performance is high or beyond grade level • Extend the current program to develop an advanced math approach that balances: – Strong math intuition with automaticity – Conceptual math understanding with rigorous algorithmic thinking – Love for math learning with high computational fluency • Expand teacher expertise so we can ensure our curriculum is meeting all of our current and future math teaching and learning needs • Increase parent understanding about our math program philosophy, how we execute in the classroom, and how they can support math learning at home
• Dedicate 65% of time towards classroom teaching and utilize 35% of time for coordinating curriculum, providing co-curriculum support, coaching teachers, and facilitating parent education • Assess our scheduling structure and needs, through a partnership with administration and faculty, to best meet our math learning goals • Stay up-to-date on best practices and model flexibility in incorporating relevant and current elements from other curricula to supplement, enhance, and create opportunities for low-threshold, no-ceiling learning and increased student engagement • Expand teacher expertise by collaborating with faculty and sharing professional development opportunities so we can ensure our curriculum is meeting all of our math teaching and learning needs • To enhance the school-home partnership, increase parent understanding and build access to resources about our math program philosophy, how we execute in the classroom, and how math learning can be supported at home • Create and implement after-school options that include math learning, e.g., robotics, coding, and Math Olympiads
• Intentional Exploration: Teachers use open-ended investigations to help students see patterns, raise questions, and make discoveries. • Differentiation: Teachers offer choices, provide manipulatives, and increase rigor to meet students at their individual levels. • Ownership: Students learn to see themselves as mathematicians through choices about how to approach their work, opportunities to share their thinking, and real-world situations in which to apply their knowledge. • Communication: Students often work in partnerships and groups to learn from each other and grow as mathematicians. • Flexibility: Students learn multiple approaches and ultimately the most effective and efficient strategies to solve math problems. • Justification: Teachers require students to explain how they solved a math problem, reflect on the efficacy of the strategies they used, and defend their solutions and thought processes with mathematical reasoning.
• Math is cognitive and social. • We value digging more than racing in math learning. • We are informed by neuroscience and educational research. • Math skills include automaticity as well as strategies for problem-solving. • Students need conceptual understanding as well as fluency with efficient algorithms and computational accuracy. • Every student benefits from exposure to advanced problems.
• Bachelor’s degree required, with either a math concentration or 3–5 years of experience in a related field; master’s degree preferred • Eagerness to simultaneously (1) lead program development, working both independently and collectively for the betterment of our school, while (2) staying connected to our students through creative and dynamic teaching • Exceptional oral and written communication skills, with a strong focus on taking educational concepts and effectively translating them to reach a variety of audiences • Highly organized and detail-oriented, with the ability to effectively manage deadlines and multiple tasks • Strong interpersonal and intrapersonal skills; must be an active listener and open-minded collaborator • Availability for after-school work to facilitate math enrichment activities
Candidates for this position should submit a cover letter, résumé, and contact information for three to five references (including current supervisor). Please combine all documents into a single PDF and send to firstname.lastname@example.org. The subject line should read: Math Enrichment Coordinator – [your last name].