Chicago, Illinois
Brooklyn, New York
Atlanta, D.C.
Posted: 27-Feb-26
Location: San Francisco, California
Type: Full Time
Salary: $85,000–$115,000
Categories:
AVS is seeking a thoughtful, collaborative, and intellectually curious STEAM and Mathematics Coordinator to join our team. This is a newly conceived cross-divisional role that reflects our commitment to both rigorous mathematical thinking and the kind of creative, design-driven learning that defines an AVS education. The coordinator will work across both campuses — partnering with classroom teachers from JK through 8th grade — to strengthen mathematics instruction and to weave innovation, design thinking, and STEAM integration into the fabric of daily school life.
In the 2024–25 school year, the AVS STEAM Committee embarked on a collaborative design process to define and strengthen our approach to STEAM education. The resulting definition reflects a bold vision for STEAM at AVS: one that balances rigorous, discipline-specific learning with hands-on, project- and problem-based experiences. It emphasizes interdisciplinary thinking, real-world relevance, and strong alignment with the newly defined Portrait of a Graduate—a framework that outlines the key attributes AVS strives to cultivate in every student. The coordinator will play a central role in bringing this vision to life.
The coordinator will bring a lens of equity and inclusion to all aspects of their work — ensuring that mathematics instruction reaches and affirms every learner, and that innovation and design opportunities are accessible to all students regardless of background or learning profile.
This is a purely coordination and coaching role with no homeroom or classroom teaching responsibilities, allowing the coordinator to be a flexible, responsive presence across the school community.
Key Responsibilities
Mathematics Coordination and Coaching
Work closely with classroom teachers across divisions to support strong, coherent mathematics instruction aligned with AVS’s inquiry-based philosophy. This includes regular coaching cycles, co-planning, and classroom observation, with particular depth of support for the lower school faculty. Additional responsibilities include:
- Coordinate curriculum alignment and progression from JK through 8th grade, ensuring that mathematical concepts build meaningfully across years and divisions.
- Support assessment practices and help faculty interpret student data to inform instruction.
- Serve as a resource and thought partner for division heads and the Head of School on matters of math curriculum, pedagogy, and faculty development.
Innovation and STEAM Integration
Serve as a school-wide champion for design thinking, project-based learning, and STEAM integration. Additional responsibilities include:
- Partner with classroom teachers across both campuses to develop and facilitate transdisciplinary projects that connect mathematics, science, technology, art, and engineering in authentic and meaningful ways.
- Collaborate closely with the Middle School Studio Innovation Teacher to integrate fabrication and design experiences into the school-wide STEAM framework.
- Support the use and development of AVS’s creative laboratory resources, including ceramics, fabrication technology, and digital making tools.
- Help build faculty capacity to incorporate innovative pedagogical approaches into their practice, offering professional development, co-teaching, and curriculum design support.
Community and Professional Leadership
- Participate actively in divisional and whole-school faculty meetings, professional development days, and community events.
- Build trusting relationships with faculty, students, families, and administrators across both campuses.
- Contribute to AVS’s culture of continuous improvement, modeling a growth mindset and a spirit of collaborative inquiry.
A Bachelor’s degree is required; a Master’s degree in education, mathematics, curriculum design, or a related field is preferred. Candidates should bring meaningful classroom teaching experience, ideally spanning multiple grade levels or divisions. Strong fluency in elementary and middle school mathematics pedagogy is essential, as is genuine enthusiasm for creative, design-driven learning.
The ideal candidate is equally comfortable sitting alongside a teacher working through a math coaching cycle and facilitating a cross-divisional design thinking workshop. Excellent communication, listening, and relationship-building skills are a must, along with the organizational capacity to manage multiple ongoing partnerships and initiatives simultaneously.
A demonstrated commitment to diversity, equity, and inclusion in educational settings is essential. Candidates should be able to speak to how they have centered equity in their instructional practice, coaching relationships, or curriculum design.