1805 Math Content Specialist


TITLE Math Content Specialist




IMMEDIATE SUPERVISOR Director, Southwest Regional Professional Development Center (SWRPDC) and Director of Assessment, Department of Elementary and Secondary Education (DESE)

MAJOR ADMINISTRATOR Head, Institute for School Improvement


The primary duty of the Math Content Specialist is planning, managing, implementing, and evaluating the full implementation of MAP activities and projects in the region to support school districts to insure high academic achievement for all students. The Math Content Specialist supports schools by providing expertise in curriculum, instruction, assessment, and centralized and on-site training and professional development for teachers and administrators in cooperation with DESE’s Assessment section, the SWRPDC, and the districts. The MAP Regional Facilitator – Mathematics provides follow-up, coaching, and mentoring at the building level, when possible, and supports the involvement of principals and other administrators in MAP.


Education: A Bachelor’s degree in Education is required. A Master’s degree in Education is preferred.

Experience: Five years successful teaching experience in mathematics is required. Successful experience organizing and providing professional development is required. Successful experience working in an urban setting with diverse student and staff populations is preferred. Experience as a MAP senior leader, district assessment director, and/or content area specialist is preferred. Experience communicating results of assessment data to all stakeholders, including staff, students, parents, and community members is preferred.

Skills: A demonstrated ability to communicate and express ideas effectively, both orally and in writing is required. The ability to establish rapport and effective working relationships with department staff, local school district personnel, university staff, and RPDC personnel is required. The ability to use technology for word processing, recordkeeping, and presentations is required. Extensive knowledge of curriculum, instruction, and assessment, including a working knowledge of the grade level expectations (GLEs) and MAP is preferred. Excellent presentation skills with diverse audiences are preferred. An understanding of the importance of using assessment data to inform decision making and drive instructional practice is preferred. Demonstrated expertise in teamwork, coaching, and/or mentoring is preferred.

Other: The nature of the position requires travel, including overnight travel, within Missouri and occasionally out of state. Must be able to lift and transport materials weighing up to 40 pounds.


1. Builds the capacity of school districts by facilitating the development of model curriculums to include GLEs, leading curriculum training activities in the region, assisting with the preparation and monitoring of the MAP budget, participating in item development and scoring activities, and conducting quality assurance visits throughout the region to support district implementation and security of MAP administration.

2. Facilitates/provides on-site training and professional development for teachers and administrators in districts in cooperation with the districts’ curriculum and PD directors by offering specialized training for district teachers and administrators, facilitating/providing follow-up instruction, support, and mentoring at the building level when possible, providing content expertise in the GLEs and the state wide curriculum and its implication for classroom instruction as needed, and providing ongoing support and technical assistance to schools in the region.

3. Ensures effective communication of information by preparing and submitting data, documentation, and written reports as requested, attending all Regional Facilitators (RF), RPDC, and other required state meetings, planning, scheduling, and conducting regional meetings to update educators as needed, working with school administrators to collect, record, and share all data for MAP activities within the state, working with districts to access Crystal Reports and to interpret data, meeting regularly with the SWRPDC Director for support and guidance as needed, and working cooperatively and collaboratively with DESE, other RFs, and the SWRPDC staff to serve educators in the region.

4. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses required by the Director of the SWRPDC and/or DESE.

5. Contributes to the success of the SWRPDC by performing all other duties as assigned.


The Math Content Specialist is supervised by the Director of the SWRPDC and the Director of Assessment, DESE and generally exercises no supervision of others.




Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 5 - 3300 Points: Knowledge of the principles and methods of an administrative, managerial, or professional field such as accounting or auditing, financial management, information technology, business administration, human resources, engineering, law, social sciences, communications, education, or medicine. Knowledge permits employee to supervise projects and/or departments using standard methods to improve administrative and/or line operations. Knowledge also permits employee to plan steps and carry out multi-phase projects requiring problem definition and modified techniques, to coordinate work with others, and to modify methods and procedures to solve a wide variety of problems. Knowledge at this level requires a Bachelor's or Master's degree with substantial related work experience, including up to two years of administrative or supervisory experience. Alternatively, this level may require a professional or clinical degree beyond the Bachelor's degree with moderate related work experience; knowledge requirements include significant levels of related work experience.

Factor 2: Supervisory Responsibility

Level 1 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.

Factor 3: Interactions with Others

Level 4 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.

Factor 4: Job Controls and Guidelines

Level 3 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.

Factor 5: Managerial Responsibility

Level 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.