TITLE Preparatory Math Specialist-WP
CLASSIFICATION NUMBER 2475
IMMEDIATE SUPERVISOR Director of Developmental Education
MAJOR ADMINISTRATOR Dean of Academic Affairs
The Preparatory Math Specialist teaches four assigned math courses annually, works closely with students across the curricula developing math skills, and determines math placement for entering students. The Preparatory Math Specialist oversees the operation of the Math Center in the Grizzly Tutoring Lab, maintains a professional math learning environment, selects, trains, schedules, and supervises undergraduate math tutors, plans and implements training and professional development opportunities for student staff, seeks input from users of Math Center services and evaluates Math Center effectiveness, promotes and informs the campus community about math support available at the Center, and maintains effective communication with academic administrators and faculty about Math Center programs.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Bachelor’s degree is required; a Bachelor’s degree in Mathematics is preferred.
Experience: At least one year of tutoring or teaching experience at the high school, junior college or college level is required.
Skills: Excellent oral and written communication skills and effective interpersonal skills are required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required. Organizational and supervisory skills are preferred. Experience working in diverse environment and/or with students from diverse backgrounds is preferred.
Certification: If the Bachelor’s degree is not in Mathematics, a high school math teaching certificate is required.
Other: The position may require work in the evenings and weekends.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Provides tutorial assistance to students completing homework assignments and/or working with computer-assisted math tutorials by staffing the tutoring center during assigned periods, being knowledgeable of the various math tutorial programs and the scope and content of the math courses taught, supervising math tutors, and assisting with peer/tutor training .
2. Ensures availability to students by scheduling, announcing, and maintaining regular office hours.
3. Contributes to the effective organization and administration of courses taught by the Mathematics Department through service on various committees which develop the scope and content of each class session for specific courses, recommend and/or select textbooks, develop common final examinations, and prepare supplemental study guides and examination review sheets.
4. Supports efforts to develop math skill by administering math placement examinations to entering students, evaluating the examinations to result in course placement, working closely with the appropriate administrators, teaching four math courses annually, and conducting math workshops for students and faculty.
5. Provides students the opportunity to improve their math skills by overseeing the development and delivery of effective tutoring programs, increasing the awareness of the services of the Math Center in the Grizzly Tutoring Lab, evaluating the effectiveness of the Center’s efforts, and improving mathematical outcomes of the students served by the Center.
6. Assures effective math support for students by selecting, training, scheduling, and supervising student tutors, planning and implementing training and professional development opportunities for student tutors, reviewing and selecting tutoring materials, expanding the selection of math resources available online to students, maintaining equipment in good condition, and maintaining supplies for the Center.
7. Increases the reach of the Math Center by preparing informational materials about Center services for distribution on campus and communicating regularly with academic administrators and faculty about the Math Center’s services.
8. Assures the most effective use of Math Center resources by preparing, utilizing, and monitoring the Center’s budget.
9. Designs and coordinates training, supervision, and administrative activities of the Supplemental Instruction (SI) program.
10. Coordinates recruiting, interviewing, and hiring of new SI tutors each semester.
11. Designs and maintains currency of SI tutor training materials and SI forms, conducts SI tutor training prior to each semester, continues training with biweekly meetings, develops and delivers workshops each semester, schedules regular tutor meetings, and holds individual sessions with student tutors.
12. Coordinates SI Supervisor training through weekly training meetings, making observations of SI sessions, and providing feedback to SI leaders on performance.
13. Coordinates facility scheduling for SI training and SI sessions.
14. Communicates with faculty concerning the implementation and effectiveness of SI in their courses.
15. Manages data collection for SI activities, including SI attendance and faculty and student evaluations of SI tutors and the SI program.
16. Develops and updates SI policies, goals, and objectives.
17. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.
18. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, participating in professional organizations that promote developmental education and tutoring, attending professional development courses, and attending training and/or courses as required by the supervisor.
19. Contributes to the overall success of the Math Center by performing all other duties and responsibilities as assigned.
The Preparatory Math Specialist is supervised by the Director of Developmental Education and supervises part-time and student/peer math tutors and supplemental instruction tutors as assigned.
OFFICE OF HUMAN RESOURCES
REVISED SEPTEMBER 2013
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 3 - 1500 Points: Entry-level knowledge of the principles, concepts, practices, and methods of an administrative, managerial, technical, or professional specialty. Knowledge permits employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in professional or technical areas including accounting or auditing, financial management, business administration, human resources, law, engineering, science, or medicine, while gaining familiarity with the University's policies and goals, business practices, and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project, or to complete stages of a multi-phase project. Alternatively, knowledge at this level might also permit the employee to carry out recurring tasks and routine assignments requiring moderate experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty. Knowledge requirements may also include a limited amount of related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with a moderate level of additional related work experience or a non-specific Master's degree requirement with some related work experience.
Factor 2: Supervisory Responsibility
Level 2 - 130 Points: Regular, but limited, supervision, training, or directing the work assignments of (a) small numbers of student, part-time or temporary workers, or (b) one or more permanent, full-time employees. The nature of supervision is largely confined to scheduling work and assigning tasks. Supervision at this level typically does not include a full range of supervisory responsibilities, and supervisory duties typically do not consume a large portion of the work day.
Factor 3: Interactions with Others
Level 3 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.
Factor 4: Job Controls and Guidelines
Level 2 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.
Factor 5: Managerial Responsibility
Level 2 - 400 Points: Work involves services including collecting, processing, and disseminating information and providing advice to others. Work activities may be complex and likely affect the accuracy, reliability, or acceptability of further processes or services to the extent that others rely on the advice given in order to make decisions. Work activities typically affect the efficiency of the department but have relatively minor effects on operations within the cost center. Individuals in jobs at this level are often responsible for actively documenting, monitoring, and controlling expenditures. Incumbents may recommend minor expenditures, but have no substantive authority over budgets.