Math School Support Specialist

About the role

Thank you for considering a career with the Research Foundation of The City University of New York (RFCUNY). The team at RFCUNY is made up of dedicated, talented professionals committed to providing the services that allow CUNY researchers, faculty, and staff to focus on their intellectual curiosity and scientific discoveries. We are pleased that you are interested in exploring opportunities to join RFCUNY.

Primary Location: OFFICE OF SR. UNIV DEAN FOR ACADEMIC AFFAIRS Bargaining Unit: No MISSION CUNY's Office of P20 Pathways creates innovative pathways for young New Yorkers to envision and achieve success, by engaging strategic partners in confronting systemic educational inequities.

CUNY P20 Pathways leads and coordinates CUNY's partnership with New York City Public Schools (NYCPS), including programs and direct services reaching over 100,000 NYCPS students annually.

CUNY and New York City Public Schools - the two largest education systems of their kind in the country - are deeply connected by the students they serve, and P20 Pathways serves as a vital bridge, leveraging policy development and service delivery to address key drivers of student success.

With a focus on equity, access, and economic mobility, P20 Pathways harnesses unique CUNY resources - including students and curriculum - at scale to achieve shared goals.

GENERAL DESCRIPTION The Math School Support Specialist will serve as a thought partner, instructional and leadership coach, and program strategist to a small group of the CUNY Early College Network schools, specifically within the realm of Algebra and/or Algebra II.

Reporting to the Associate Director of School Support, the Math School Support Specialist will be expected to collaborate with team members and contribute to the overall capacity of the CUNY Early College Team, tapped to support schools across the entire network when appropriate. As a member of the Team, the Math School Support Specialist will help shape priorities and be given ample opportunity for growth and development.

Typically, School Support Specialists will spend 3-4 days a week in the field, visiting schools, working with teachers, teacher-team leaders, assistant principals, and/or principals. Additionally, Specialists will provide contact information (phone and email) to principals and respond to queries.

The Specialist will be responsible for: * Developing positive working relationships with principals, assistant principals, and teacher leaders, and district team to support the achievement of school goals and growth within priority areas, especially on Illustrative Math Curriculum translation and implementation (training will be provided); * Coaching, mentoring, and thought partnering with various leaders using both a dialogical and facilitative-based approach; * Helping to provide or coordinate access to all aspects of school support to assist school leaders in achieving their goals and addressing challenges.

Areas of support and planning may include:

• Coaching Algebra I/Algebra II teachers across a small portfolio of schools to achieve higher outcomes per the Regents and/or other metrics;
• Collaborating with our additional Math School Support Specialist to develop and refine math-related resources and develop math-related professional learning workshops and series;
• Supporting/Liaising with the district regarding school curriculum implementation for math;
• Student data analysis;
• Coordinating learning walks and PLCs across subsets of schools; Supporting interim assessment/benchmark exam planning, administration, and action planning;
• Leadership development, inclusive of teacher leaders;
• Restructuring and strengthening the Early College program at given schools, as it relates to mathematics, so that all students have access and opportunities for success;
• Strengthening and monitoring initiatives and efforts as they relate to college readiness, especially within the domain of mathematics;
• Supporting curricular alignment between high school and post-secondary math courses. Other Duties Coordinating, organizing, and operationalizing support and planning by proactively communicating with key constituents within NYCPS, CUNY, and the greater community of stakeholders; Serving as a key contributor to the CUNY Early College Team by communicating school needs to internal staff, and devising strategies to meet those needs in collaboration with the Early College Team, as well as tuning team members' work and providing collegial feedback; Keeping clear and concise records of communications with school staff and other support personnel; Co-constructing and co-facilitating CUNY Early College network-wide professional development including principal meetings and assistant principal meetings, sometimes in collaboration with the district team; Perform special projects and other duties as assigned.

Minimum Qualifications

A Bachelor's Degree in Education is required.

A background in teaching and coaching within the realm of mathematics is required; A minimum of five years of successful professional experience as a math department leader, instructional or leadership coach, curriculum specialist, mentor and/or professional developer/trainer; Proven ability in helping schools use student-level and school-based data to plan, implement, and monitor instructional programs to reach end-of-year targets; Outstanding organizational skills and attention to detail; Excellent written and oral communication skills; Ability to multi-task and to respond quickly to various requests; Attention to deadlines; Proven ability to work well with others; Proficiency in Microsoft Office; CRM Systems, New Visions Portal Openness to continued professional development and growth.

Preferred Qualifications

• A master's degree is preferred.
• Proven track record of Algebra Regents success Preferred use/understanding of Illustrative Math Algebra curriculum.
• Preferred use/understanding of CUNY college Math curriculum.
• A demonstrated commitment to preparing students at Title I public high schools to succeed in college.

Keen understanding of educational reforms and structures in New York City and New York State, including new accountability initiatives; Creativity, friendliness, and a sense of humor; Work Environment and Physical Requirements This position is partially based in a professional office and partially based within and across school environments and follows a hybrid work schedule: 70% in-person (7 days) and 30% remote (3 days) during each two-week payroll cycle.

A laptop and other necessary equipment may be provided to support remote work. Ability to travel to schools and other CUNY sites as needed.