Position Summary:
New Position – Effective July 1, 2026
Under the direction of the High School Mathematics Instructional Supervisor, the Resource Teacher - Mathematics Accelerant provides direct instructional support to students through the implementation of a school-based Integrated Algebra Pathway math lab while also strengthening core mathematics instruction through collaborative planning, coaching and professional development for teachers. The incumbent of this position serves Title I high schools and high schools identified for improvement through Comprehensive Support and Improvement (CSI), Additional Targeted Support and Improvement (ATSI), and Targeted Support and Improvement (TSI) designations. The Resource Teacher – Mathematics Accelerant supports mathematics achievement by delivering targeted intervention for Integrated Algebra Pathway students, using student data to guide instruction, modeling high-impact instructional practices, and building teacher capacity to improve outcomes for all learners.
Duties and Responsibilities:
- Serves as the math lab teacher of record that delivers data-driven, small-group instruction to support student intervention and acceleration, while implementing the core curriculum with fidelity and alignment to the district’s scope and sequence;
- Establishes and maintains the math lab as a model classroom where teachers and leaders can observe high-quality instruction, while supporting ongoing professional learning through demonstration, collaboration and shared instructional practices;
- Identifies students using data (i.e., assessments, grades, attendance, and teacher recommendations) and monitors progress to adjust supports;
- Designs engaging, data-driven learning experiences using technology and evidence-based strategies;
- Collaborates with teachers and teacher leaders through co-planning, modeling, coaching cycles and feedback to strengthen instruction;
- Facilitates job-embedded professional learning focused on standards-aligned mathematics content and pedagogy, differentiation, and student work analysis;
- Collaborates with school-based and instructional staff to align math pedagogy with the School Performance Plan and coordinates targeted supports for students requiring intervention;
- Maintains weekly logs of coaching support, math lab implementation, planning sessions, and progress-monitoring activities;
- Serves as a liaison with the Title I Office;
- Collaborates continuously with the Office of Curriculum & Instruction to ensure coherence with district mathematics frameworks, curriculum implementation and strategic achievement goals; and
- Performs other duties as assigned.
Qualifications:
- Knowledge of effective high school mathematics instructional practices aligned with the Maryland College and Career Ready Standards (MCCRS);
- Strong understanding of Algebra readiness skills, Algebra I content, and intervention strategies;
- Ability to coach adult learners and build teacher capacity;
- Ability to analyze student achievement data to inform instructional decisions;
- Knowledge of culturally responsive and differentiated instructional practices;
- Strong communication, facilitation, collaboration and organizational skills;
- Demonstrated experience leading professional learning, coaching teachers, and/or supporting instructional improvement preferred;
- Commitment to improving outcomes in Title I and school improvement high school settings; and
- Excellent oral and written communication, facilitation, interpersonal and collaboration skills.
Education and/or Experience Requirements:
Master’s degree from an accredited college or university in education, mathematics or a closely related field required. A minimum of five (5) years of successful teaching experience in high school mathematics, with experience teaching high school math, preferably Algebra I. Previous experience supporting students through intervention programs or accelerated learning models preferred.
Certification:
A valid professional certificate/license in secondary mathematics issued by the Maryland State Department of Education. National Board Certified Teacher (NBCT) in the area of mathematics preferred.
Supervisory Responsibilities:
No direct supervisory responsibilities.
Physical Demands:
The physical demands 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 is frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.
Working Environment:
The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.
Additional Information:
None.
