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Assistant Director, Mathematics Support & Intervention

Date Posted: Jun 4, 2021

Job Description

Job Title

Position Title: Assistant Director, Mathematics Support & Intervention

Location: 3011 W. Grand Blvd 9th Fisher Bldg., Detroit, MI 48202

Salary: $70,000.00 - $95,000.00

Reports to: Executive Director of K-12 Mathematics

Bargaining Unit: N/A

Benefits Eligible: Yes

Position Summary:

The Assistant Director of Mathematics Intervention is responsible for dramatically improving the academic experience and outcomes of all DPSCD students still growing as mathematicians. The Assistant Director will support schools to implement Tier 2 acceleration programming & Tier 3 research-based intervention programming by producing clear technical guidance, offering direct support to Instructional Leadership Teams on the logistics of implementation, designing and leading professional development for practitioners, and preparing Training and Support Coordinators to support intervention programming with educators in their assigned schools. The Assistant Director will develop, monitor and own data systems for intervention such that they can ensure that Tier 2 and Tier 3 materials and instruction are helping students make meaningful progress toward on-grade level or above expectations, and recommend strategy adjustments and supports when they are not. As a team leader in the Office of Mathematics, they are accountable for building and leading an inclusive team that produces results for students.

Minimum Qualifications:

  • Bachelor’s degree (or higher) from an accredited college or university
  • Valid State of Michigan Teaching Certificate highly preferred
  • K-12 classroom teaching experience required, with at least 3 years’ experience preferred
  • School building or district-level leadership experience required, with at least 3 years’ experience preferred

Essential Functions:

  1. Vision: Partner with stakeholders to implement DPSCD’s vision for excellent instruction, ensuring that this vision is share and lived across DPSCD schools through the instructional framework
  2. Strategy: Monitor progress toward student achievement targets for Mathematics, in alignment with school improvement plans; work with senior leaders to establish a coherent strategy to increase the proportion of students working on grade level, adjusting strategy and approach to achieve desired outcomes based on a data-driven approach
  3. Assessment: Support the design, adoption or revision, and implementation of Mathematics assessments to reflect the District’s vision; work with district staff to create and implement a common assessment strategy, particularly related to measuring the impact of interventions on student’s progress toward  grade level mathematics
  4. Core Curriculum: Coordinate with the Assistant Directors of K-8 and 9-12 Mathematics to deeply understand and internalize the District’s core and supplemental instructional materials for mathematics; identify and seize opportunities to leverage core material and supplemental resources for intervention
  5. Intervention and Acceleration: Implement the District’s research-based intervention programs; ensure that all intervention materials and instruction support students to make meaningful progress toward grade-level expectations; develop data systems to collect and analyze the effectiveness of programming, making necessary adjustments; support ongoing equity audits to ensure  intervention resources are antiracist and affirm students identities
  6. School Support: Coordinate implementation of in-school support strategies based on student achievement and engagement data; support Mathematics Training and Support Coordinators and school support personnel in implementing targeted school support strategies, which are coordinated with other content areas, for their cohorts of schools; work with staff to reflect on cohort and district implementation and achievement trends and  develop action plans based on reflection
  7. Professional Development: Support the design and delivery of professional development for Mathematics in large-group, small-group, and one-to-one settings; work with senior leaders in the District to ensure cross-departmental and organizational coherence and focus in PD; gather and use quantitative and qualitative school, educator, and student achievement data to inform the PD model, content, and delivery methods
  8. Whole Child Programming: Use student input to inform and implement programs that foster student interest and excitement in Mathematics, including enrichment opportunities that extend beyond the school day; lead implementation of Mathematics-associated family engagement strategy, including activities like Parent Academy sessions and Curriculum Nights
  9. Stakeholder Engagement: Engage constituents, including students, families, community members, alumni, and educators to understand their motivations and needs, problem solve through challenging issues, and arrive at productive solutions
  10. Budget, Contracts and Partnerships: Support the Executive Director of K-12 Mathematics to develop and monitor the departmental budget and contracts; sustain partnerships that advance the academic strategy and support student achievement
  11. Compliance and Reporting: Ensure district compliance with all state and federal reporting and grant requirements within area of responsibility
  12. Team Management: Lead a diverse team to great results, creating an inclusive culture where all team members can thrive; develop equitable processes and policies and build strong relationships across lines of identity and power; use performance management and strong managerial competencies to ensure staff throughout the organizational structure champion our culture, contribute meaningful work, motivate others to achieve results, and operate as constant learners
  13. Anti-Racism Commitment: Demonstrate a commitment to antiracism and the affirmation of student and staff identities, center racial equity and inclusion, and bring practical solutions to issues of equity and inclusion in classrooms, schools and on the team
  14. Fulfill other duties and responsibilities as assigned by the Executive Director of K-12 Mathematics.

Security Clearance:

Internal Applicants

If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.

External Applicants

In alignment with Michigan law, if you are hired to fill a position, you will be required to submit a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at point of hire.

 

Method of Application:

Applicants must apply through the online application system. Only applications submitted through the online application system will be considered for any posted position and all applications require a resume to be considered.

Successful candidates are required to submit official transcript(s) at point of offer to hire. Teaching services outside of the Detroit Public Schools Community District must be verified by the applicant’s prior employer(s) prior to hire. It is the applicant’s responsibility to provide all documentation (including copies) as requested.

Applicants requesting assistance during the application process should contact the Office of Human Resources via email at [email protected]etroitk12.org or phone at (313) 873-6897.

DPSCD does not discriminate on the basis of race, color, national origin, sex, sexual orientation, gender identity, disability, age, religion, height, weight, citizenship, marital or family status, military status, ancestry, genetic information, or any other legally protected category, in its educational programs and activities, including employment and admissions. Questions? Concerns? contact the Civil Rights Coordinator at (313) 240-4377 or [email protected] or 3011 West Grand Boulevard, 14th Floor, Detroit MI 48202.

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