Content Curriculum Specialist - Math; FTE​/Part-Time

Content Curriculum Specialist – Math (0.5 FTE / Part‑Time)

• Date Posted: 1/8/2026
• Location:
  
  Stafford Early Childhood Center
• Date Available:
  
  01/08/2026
• Closing Date:
  Until Filled
• Position Type:
  Specialist / Content Curriculum Specialist – Math

The primary purpose of the part‑time (0.5 FTE / Half‑Time) District Math Specialist/Interventionist (EE–K) is to collaborate with classroom teachers to increase student achievement in mathematics and directly support early learners who need targeted intervention. This role develops teacher capacity through coaching, modeling, and professional development while also providing small‑group or individualized math interventions to EE–K students. The Math Specialist/Interventionist also assists the Chief Academic Officer and campus administrators in developing short‑ and long‑range plans for improving early math instruction to meet the needs of all students.

• Deep understanding of early childhood math pedagogy and developmentally appropriate practice
• Demonstrated success in improving student outcomes in mathematics
• Knowledge of Texas Prekindergarten Guidelines and Kindergarten Math TEKS
• Experience interpreting and using assessment data to drive instruction
• Strong knowledge of curriculum design and instructional planning in mathematics
• Knowledge of early numeracy programs and interventions
• Skill in instructional coaching and supporting teachers at varying levels of experience
• Experience conducting professional development
• Strong leadership, organizational, and interpersonal skills
• Ability to work well with diverse populations
• Ability to evaluate instructional programs and teaching effectiveness
• Ability to align prescriptive instructional plans to district and campus goals
• Ability to positively influence systematic change in alignment with district goals

• Minimum of five years of successful teaching experience, preferably in early childhood or primary grades, with a strong background in mathematics
• Demonstrated classroom management and student engagement skills
• Experience working with at‑risk students and/or Title I campuses preferred

• Support teachers individually or in teams through coaching, peer observation, co‑teaching, and modeling effective math instruction using a gradual release model.
• Mentor teachers to build capacity and improve early math instructional practices.
• Establish coaching partnerships with teachers focused on measurable goals for student math growth.
• Provide direct math intervention services to EE–K students identified as at risk, including targeted small‑group and individual instruction to accelerate foundational numeracy skills.
• Collaborate with teachers to design and implement intervention plans based on student data and progress monitoring results.
• Observe classroom math instruction regularly in EE–K settings; provide feedback and guidance to strengthen instructional quality.
• Demonstrate early math strategies (math talk, manipulatives, play‑based approaches) through classroom modeling.
• Conduct professional development and planning sessions for EE–K teachers focused on foundational math concepts, developmentally appropriate practices, and intervention strategies.
• Collaborate with administrators to vertically and horizontally align the EE–K math curriculum and instructional practices.