Supervisor of Mathematics (K-12) bei Somerset County Public Schools

I. Summary

The Supervisor of Mathematics and Gifted & Talented (Grades K–12) is responsible for providing instructional leadership in mathematics and gifted education across all grade levels. This role supports the implementation of the Maryland College and Career Ready Standards (MCCRS), promotes equitable access to rigorous instruction, and advances services for gifted and talented learners. The supervisor coordinates curriculum development, professional learning, and instructional programs aligned with the Maryland Blueprint and COMAR regulations.

II. Essential Duties and Responsibilities

Instructional Leadership

• Provide content-focused instructional coaching and leadership aligned with MCCRS and Blueprint for Maryland’s Future requirements.

• Observe math and gifted instruction in classrooms and provide coaching, modeling, and follow-up feedback to teachers.

• Collaborate with principals and instructional leaders to support rigorous, equitable math and gifted education instruction.

• Lead the development, implementation, and evaluation of math curriculum and pacing guides, including alignment to Algebra I readiness benchmarks and enrichment pathways for gifted and talented learners.

• Design and facilitate job-embedded professional learning aligned with co-teaching models, CFIP protocols, differentiated instruction, and standards-based grading, with specific emphasis on strategies for advanced learners.

• Support the implementation of high-quality instructional materials aligned to COMAR 13A.04.12 (mathematics) and 13A.04.15 (gifted and talented education).

• Facilitate data analysis using Performance Matters, MCAP, and local benchmarks to drive equity-focused interventions, enrichment opportunities, and instructional decisions.

• Oversee the use of local assessments and benchmarking systems to identify learning gaps, monitor advanced learner growth, and improve instructional effectiveness.

• Guide the integration of instructional technology platforms (e.g., SuccessMaker or comparable) to support student growth in mathematics and enrichment for G/T students.

• Represent SCPS on state-level math and gifted education committees and communicate relevant MSDE guidance and best practices across the system.

Administrative and Programmatic Responsibilities

• Serve on or lead system-wide committees related to curriculum development, school improvement, gifted education, and instructional innovation.

• Collaborate with school leaders on the recruitment, selection, and mentoring of mathematics and gifted education instructional staff.

• Coordinate and monitor grant submissions, budget oversight, and federal/state reporting related to mathematics and gifted education (e.g., Title II, G/T program reporting).

• Manage instructional budgets, materials procurement, and financial compliance in alignment with COMAR and SCPS procedures.

• Lead system-wide math initiatives, including Algebra I by Grade 8, Early Warning Systems, and enrichment supports in elementary mathematics and middle school gifted programming.

• Provide technical assistance to administrators regarding school accountability data, College and Career Readiness Indicators, G/T identification processes, and growth metrics.

• Support PK–3 math alignment with the Maryland early learning mathematics framework and early identification of advanced learners.

• Ensure compliance with state instructional time, standards implementation, and equitable access to rigorous math content per COMAR 13A.04.12.01 and G/T access requirements per COMAR 13A.04.07.

• Partner with local organizations and postsecondary institutions to expand student access to math enrichment, G/T opportunities, and academic supports.

III. Qualifications

Education and Experience

• Master’s degree in Education, Mathematics Education, or a related field required.

• Minimum of five (5) years of successful classroom teaching in mathematics, ideally across multiple grade bands.

• Experience in curriculum leadership, coaching, or instructional program development preferred.

Certification

• Valid Maryland Educator Certificate required.

• Administrator I or II certification preferred, or eligibility to obtain per COMAR 13A.12.04.04.

• Conditional endorsement may be considered with an approved plan of study.

Knowledge and Skills

• Deep understanding of the Maryland College and Career Ready Standards in mathematics.

• Expertise in designing and delivering professional development aligned with adult learning theory.

• Knowledge of educational data systems and using data for continuous instructional improvement.

• Familiarity with COMAR regulations related to curriculum, teacher certification, and accountability.

• Strong collaboration, communication, and interpersonal skills.

Technology Proficiency

• Proficient in digital instructional tools such as Performance Matters, Google Workspace, Microsoft Office, and math-specific platforms.

• Ability to model effective integration of instructional technology into mathematics instruction.

IV. Other Requirements

• Ability to travel between school sites and attend local and state-level meetings, including overnight travel as necessary.

• Maintains reliability, punctuality, and professionalism in fulfilling district-level responsibilities.

V. Physical Demands

• Regularly required to speak, listen, and move between schools and classrooms.

• Occasionally lift or move instructional materials up to 25 pounds.

• Visual acuity required for reviewing digital data, documents, and curriculum materials.

VI. Work Environment

• Typical work setting includes office and school-based environments with moderate noise levels.

• Frequent travel between sites; occasional extended hours or state-level travel.