Project Manager Mathematics 2026-2027
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Posted on:
2 days ago
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Job Summary
TITLE: Project Manager (Mathematics)
About You:
You believe all students are capable of deep mathematical thinking and are committed to improving instruction through action.
You prefer working in classrooms alongside teachersmodeling coaching and refining practicerather than working from an office.
You have a strong sense of urgency and are focused on improving outcomes not just completing tasks.
You build trust quickly communicate clearly and provide honest actionable feedback that helps teachers grow.
You are reflective adaptable and responsive to classroom needs in real time.
You see both the big picture and the daily instructional moves required to improve student learning.
About Us:
Established in 1874 we have grown to 21 schools serving over 10000 students with over 50 languages spoken by our students.
Our organization is centered around our values and beliefs that our students are confident self-advocates with interpersonal and critical thinking skills who productively and innovatively make a positive impact in their current and future communities.
We are proud of the family-like culture that permeates our system. Our system boasts award winning faculty and principals high achieving students signature programs and unparalleled parental and community support.
We take our mission and vision seriously and we are committed to inspiring excellence in every child and every adult so that our students are prepared to embrace the opportunities of tomorrow. At TD3 you have an opportunity to change the world and life trajectory of over 10000 students.
The Kind of Educator Who Will Thrive In This Role:
This role is best suited for an educator who believes all students are capable of deep mathematical thinking and is committed to improving instruction through action.
The person in this role:
- Prefers working in classrooms alongside teachers rather than from an office
- Models learning publicly and is comfortable taking instructional risks
- Builds trust quickly and provides clear honest feedback
- Holds high expectations for both students and adults
- Focuses on improving outcomes not just completing tasks
- Brings energy clarity and consistency to instructional improvement efforts
Measures of Success:
- Increased evidence of student discourse and problem solving in classrooms
- Improved consistency of high-quality Tier 1 mathematics instruction across schools
- Increased use of grade-level rigorous mathematical tasks
- Growth in student achievement in mathematics (local and state measures)
- Increased teacher capacity to implement student-centered mathematics practices
Minimum Qualifications:
- Bachelors degree in Education or related field (Masters preferred)
- Valid Arizona Teaching Certificate
- Minimum of three (3) years of successful experience teaching mathematics
- Demonstrated expertise in:
- Standards-based mathematics instruction
- Student-centered mathematics practices
- Instructional coaching and professional learning
Preferred Attributes:
- Experience with Building Thinking Classrooms or similar instructional approaches
- Ability to model and facilitate strong student discourse in mathematics
- Experience analyzing student work and using data to guide instruction
- Strong ability to build relationships and support adult learning
- Demonstrated ability to improve instructional practice across classrooms
- Commitment to continuous growth creativity and collaborative innovation
ESSENTIAL FUNCTIONS:
(Essential functions as defined under the Americans with Disabilities Act may include any of the following tasks knowledge skills and other characteristics. This list is ILLUSTRATIVE ONLY and is not a comprehensive listing of all duties and responsibilities performed by the incumbents of this class.)
About the Role:
Why the role exists:
The Project Manager (Mathematics) exists to improve the quality and consistency of mathematics instruction across the district by working directly in classrooms to strengthen teaching practice and student learning.
This role is school-embedded spending a minimum of 80% of the workday in classrooms observing instruction modeling lessons co-teaching and coaching teachers.
The work is centered on ensuring that mathematics instruction reflects:
- Grade-level rigor
- Student thinking and reasoning
- Meaningful mathematical discourse
- Strong Tier 1 instruction that supports all learners
This role is responsible for helping shift classrooms from teacher-directed instruction to environments where students actively engage in problem solving reasoning and discussion.
Responsibilities & Deliverables:
Instructional Practice (Classroom-Embedded Work)
- Spend a minimum of 80% of time in classrooms supporting mathematics instruction.
- Model high-quality mathematics lessons that promote:
- Student thinking and reasoning
- Productive struggle
- Multiple solution pathways
- Mathematical discourse
- Co-teach and demonstrate lessons aligned to grade-level standards.
- Observe instruction and provide clear actionable feedback.
- Lead coaching cycles focused on improving teacher practice and student outcomes.
Coaching & Teacher Development
- Provide ongoing job-embedded coaching to teachers and instructional leaders.
- Build teacher capacity to:
- Facilitate student discourse
- Use rigorous grade-level tasks
- Analyze student work
- Adjust instruction based on evidence of learning
- Support teachers in implementing practices aligned to:
- Standards for Mathematical Practice
- Building Thinking Classrooms
- Partner with principals to align expectations for high-quality instruction.
Instructional Systems & Coherence
- Support implementation of district mathematics curriculum and instructional resources.
- Develop and utilize tools to monitor instructional practices including:
- Classroom observation tools
- Coaching cycle documentation
- Instructional practice rubrics
- Ensure alignment between:
- Core instruction (Tier 1)
- Intervention supports
- Assessment systems
- Support consistency of instructional practices across classrooms and schools.
Data & Continuous Improvement
- Analyze student performance data (formative benchmark and state assessments).
- Identify trends and instructional needs across classrooms and schools.
- Support teachers and leaders in using data to inform instructional decisions.
- Monitor progress toward district mathematics goals and adjust supports as needed.
Communication & Leadership
- Serve as a district resource and content expert in mathematics instruction.
- Communicate clearly with teachers principals and district leadership.
- Provide updates on instructional progress implementation and outcomes.
- Support district priorities aligned to improving mathematics achievement.
DEPARTMENT: Student Success Enterprise
SALARY: Commensurate with experience (aligned to district administrative salary schedule)
WORK YEAR: 12 months
REPORTS TO: Superintendent or designee
EVALUATION: Administrative Evaluation
SUPERVISES: N/A
Required Experience:
IC
