Math Instructor

Job Summary

CCRI Advantage is an innovative program that helps associate degree‑seeking CCRI students get a strong start in college. The goal of the program is to help students prepare for college‑level coursework and to meet CCRI’s proficiency milestones prior to starting credit‑bearing courses in their first semester of college. The program seeks to successfully transition math and reading/writing students from their developmental status to successful completion of credit‑bearing/transferable course credits.

Math Instructors provide high‑quality, student‑centered instruction designed to address the developmental and foundational math needs of their students. Instructors guide learning, build student confidence, and prepare learners for successful transition into their credit‑bearing math courses.

Instructors collaborate with embedded tutors and program staff to create a dynamic, inclusive, and engaging classroom environment that meets the needs of students with diverse academic backgrounds and learning styles. They proactively support students, provide individualized guidance as needed, and employ strategies that foster understanding, persistence, and long‑term success in mathematics.

Instructors may be required to commute to two (2) separate campuses (one per each 7‑week session in the semester).

• Take primary responsibility for instruction, student engagement, and the overall learning environment.
• Deliver high‑quality, student‑centered developmental mathematics instruction that builds foundational skills and prepares students for success in future math courses.
• Foster a welcoming, inclusive classroom community that values diverse learning styles, backgrounds, and life experiences.
• Build strong relationships with students that promote confidence, persistence, and a positive math identity.
• Proactively monitor student progress and engagement, reaching out to students who are absent, struggling, or disengaged to provide encouragement and support.
• Provide in‑class, individualized support and differentiated instruction to address a wide range of skill levels and learning needs.
• Collaborate with program staff and embedded tutors to enhance instruction, while maintaining ownership of course delivery and classroom facilitation.
• Work closely with the embedded tutors to ensure coordinated, effective academic support for all students.
• Adapt and supplement instructional materials as needed to reinforce concepts and improve student understanding of developmental math content.
• Create an interactive learning environment that emphasizes problem‑solving, critical thinking, and active participation.
• Maintain accurate and organized records of attendance, student progress, and assessments, including final evaluations.
• Use student data and classroom observations to inform instruction and continuously improve student outcomes.
• Encourage the development of effective study habits, time management, and independent learning strategies.
• Connect students with campus resources and support services to promote academic and personal success.
• Collaborate with the director, core facilitator, and other instructors, and participate in meetings and program initiatives.
• Contribute to ongoing improvement of curriculum and instructional practices.
• Demonstrate an ongoing commitment to professional development, particularly in developmental math and adult education.

• Bachelor’s degree in mathematics, mathematics education, or a closely related field.
• Demonstrated ability to teach or facilitate learning in mathematics, particularly at the developmental or foundational level.
• Strong ability to explain mathematical concepts in clear, accessible ways to students with varying levels of preparedness.
• Commitment to student‑centered instruction that supports confidence, persistence, and success in mathematics.
• Ability to build supportive relationships with students and foster an inclusive classroom environment.
• Willingness to proactively engage with students, including outreach to those who are absent, struggling, or disengaged.
• Experience working with diverse student populations, including varying academic…