Job Description
Under the direction of the Elementary and Middle School Mathematics Instructional Supervisor, the Mathematics Accelerant Teacher will provide direct instructional support to students and collaborative instructional assistance to classroom teachers to strengthen mathematics teaching and learning in designated Title I schools. The incumbent of this position supports the implementation of mathematics instruction aligned with the Maryland College and Career Ready Standards (MCCRS) and assists schools in addressing unfinished learning through targeted intervention, data-informed instructional practices, and collaboration with teachers to improve mathematics achievement and close student achievement gaps. The Mathematics Accelerant Teacher will provide job-embedded coaching and collaborative teacher support aimed at accelerating student achievement in Title I schools.
This is a PGCEA, 11-Month Position.
Original Closing Date: June 6, 2026
EXTENDED to July 25, 2026
DUTIES & RESPONSIBILITIES:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
• Provides direct instructional support to students in Title I schools through small-group instruction and targeted intervention aligned with grade-level standards;
• Assists math teachers in implementing instructional strategies that promote conceptual understanding, procedural fluency and mathematical reasoning; supports instructional planning that addresses identified learning gaps in mathematics;
• Coaches math instructional staff and school based leaders to implement research based strategies to support teaching and learning practices;
• Collaborates and aligns with school based staff to support math pedagogy aligned to the school performance plan; reviews student performance data and identifies instructional needs in mathematics;
• Supports the delivery of mathematics instruction aligned with the Maryland College and Career Ready Standards (MCCRS);
• Supports the implementation of mathematics strategies aligned with the school performance plan, targeted strategies identified through Additional Targeted Support and Improvement (ATSI) or Targeted Support and Improvement (TSI) designations, or the Comprehensive Support and Improvement (CSI) plan;
• Supports school wide efforts aligned with Title I program goals to improve mathematics achievement and reduce achievement gaps among student groups;
• Serves as a liaison with the Title I Office;
• Facilitates professional development with a focus on mathematics content and pedagogy for teachers;
• Facilitates parent and family engagement mathematics workshops that equip families with strategies, resources, and grade-level learning supports to strengthen student achievement in mathematics at home and reinforce school-based instruction;
• Maintains weekly documented logs of instructional support provided to schools, including teacher coaching, intervention support, planning sessions, and progress-monitoring activities; and
• Performs other duties as assigned.
QUALIFICATIONS:
The requirements listed below are representative of the knowledge, skill, and/or ability required.
• Knowledge of effective mathematics instructional practices and assessments aligned with the Maryland College and Career Ready Standards (MCCRS) and Common Core State Standards (CCSS);
• Understanding of the Standards for Mathematical Practice and their application in mathematics instruction;
• Knowledge of mathematics learning progressions and instructional practices across elementary and middle school grade levels;
• Ability to analyze student achievement data to inform instructional decision-making;
• Knowledge of differentiated instructional strategies to support diverse learners;
• Commitment to improving mathematics achievement in Title I school settings;
• Proven track record of producing measurable student achievement gains in mathematics for targeted student groups, specifically multilingual learners and students with disabilities, through strategic intervention, progress monitoring and collaborative instructional support;
• Ability to coach, model and build the knowledge and skills of teachers through professional development in the area of mathematics literacy; and
• Excellent oral and written communication, facilitation, interpersonal and collaboration skills.
EDUCATION AND/OR EXPERIENCE REQUIREMENTS:
Masters degree from an accredited college or university in education, mathematics or a closely related field required. A minimum of five (5) years of successful classroom teaching experience required, preferably in elementary or middle school mathematics. Previous experience working with adult learners to strengthen instructional practice, facilitate professional learning, and build teacher capacity in evidence-based mathematics instruction preferred.
CERTIFICATION REQUIREMENTS:
A valid professional certificate/license appropriate to area of assignment issued by the Maryland State Department of Education. National Board Certified Teacher (NBCT) in the area of mathematics preferred.