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After School Math Curriculum Developer Jobs in Portland, OR

Varsity Tutors

Middle School Math Tutor

Portland, OR · Remote

$40/hr

Curriculum Awareness & Adaptive Instruction: Familiar with middle school math standards for grades six through eight and common challenges including fraction division, negative number operations, and ...

Varsity Tutors

Elementary School Math Tutor

Portland, OR · Remote

$40/hr

What We Look For In a Elementary School Math Tutor * Advanced Subject Mastery: Deep knowledge of ... Curriculum Awareness & Adaptive Instruction: Familiar with elementary math standards for grades one ...

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All JobsAfter School Math Curriculum Developer JobsAfter School Math Curriculum Developer Jobs in Portland, OR

After School Math Curriculum Developer information

See Portland, OR salary details

$27K

$63.8K

$88K

How much do after school math curriculum developer jobs pay per year?

As of Jun 9, 2026, the average yearly pay for after school math curriculum developer in Portland, OR is $63,761.00, according to ZipRecruiter salary data. Most workers in this role earn between $50,900.00 and $68,400.00 per year, depending on experience, location, and employer.

What does an After School Math Curriculum Developer do?

An After School Math Curriculum Developer is responsible for designing, creating, and assessing math programs specifically tailored for after-school settings. They develop engaging lesson plans and activities that support and enrich students’ understanding of math concepts outside the traditional classroom. Their work often involves collaborating with teachers, reviewing educational standards, and ensuring that materials are age-appropriate and effective for diverse learners. The goal is to make math enjoyable and accessible while helping students build confidence and improve their math skills.

What is the difference between After School Math Curriculum Developer vs Math Teacher?

AspectAfter School Math Curriculum DeveloperMath Teacher
Required CredentialsTypically a bachelor's degree in education, mathematics, or related field; curriculum development experienceTeaching certification or license; degree in education or mathematics
Work EnvironmentDesigning curricula, developing lesson plans, collaborating with educators, often in office or remote settingsClassroom teaching, direct student interaction, school or educational center environment
Employer & Industry UsageEducational publishers, after-school programs, edtech companiesPublic and private schools, charter schools, educational institutions

While both roles focus on mathematics education, the After School Math Curriculum Developer primarily designs and develops curriculum content, often working behind the scenes, whereas the Math Teacher delivers instruction directly to students in a classroom setting. Both require a strong math background and educational credentials, but their daily tasks and work environments differ significantly.

What are the key skills and qualifications needed to thrive as an After School Math Curriculum Developer, and why are they important?

To thrive as an After School Math Curriculum Developer, you need a solid background in mathematics, curriculum design experience, and a relevant degree in education or a related field. Familiarity with educational standards, digital curriculum platforms, and assessment tools is typically required. Strong communication, creativity, and adaptability help you create engaging content and respond to diverse student needs. These skills ensure the development of effective, relevant, and appealing math programs that support student learning outside regular school hours.

What are some common challenges faced by After School Math Curriculum Developers when designing engaging activities for diverse student groups?

After School Math Curriculum Developers often encounter the challenge of creating activities that are both educational and engaging for students with varying skill levels and backgrounds. Balancing the need to reinforce core math concepts while making lessons fun and interactive can be complex, especially in mixed-age or multi-level groups. Additionally, limited resources or time constraints in after-school settings may require creative adaptation of standard curricula. Collaboration with teachers and program coordinators is key to ensuring that materials are both practical and aligned with overall educational goals.
What are the most commonly searched types of Math Curriculum Developer jobs in Portland, OR? The most popular types of Math Curriculum Developer jobs in Portland, OR are:
After School Math Curriculum Developer jobs near you
Interim Middle School Math Teacher

Interim Middle School Math Teacher

Catlin Gabel School

Portland, OR • On-site

$49K - $64K/yr

Temporary

Posted 6 days ago

Job description

About Catlin Gabel School
Catlin Gabel School seeks to employ the best qualified individuals from available applicants and to provide them with opportunity for advancement in a manner that does not discriminate because of race, color, religion, sex, national origin, age, disability, sexual orientation, gender identity or expression, veteran status, genetic information, or any other status protected under local, state, or federal equal employment opportunity laws or regulations.
The School believes that each employee makes a significant contribution to the school's success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer their services wherever and whenever necessary to ensure the success of our endeavors.
POSITION SUMMARY
This position teaches middle school math, using an inquiry-based curriculum, Illustrative Mathematics. A middle school math teacher is typically responsible for teaching four classes and staff Math Cafe, which is a form of math support for students. This position will also co-advise a group of students in a homeroom/advisory setting. The teaching load for math classes could be in one grade level or across grade levelsdepending on the needs of the school, with courses ranging from math 6 to pre-algebra to algebra to geometry.
This position requires use of a variety of teaching methods to support different learning styles, academic abilities, and have successful experience teaching mathematics. Incumbents should demonstrate excitement in helping all students build self-confidence and understand "mathematician" as part of their identity formation through exploration and discovery. Culturally competent and responsive teaching approaches are required.
ESSENTIAL RESPONSIBILITIES
  • Teach middle school math classes and support students in Math Cafe
  • Create an inclusive and culturally responsive classroom environment through regular class meetings, supportive exchanges with students, and clear expectations for classroom behavior
  • Coordinate and implement, at the classroom level, appropriate student assessments and utilize assessment results to enhance student learning, including differentiated instruction
  • Work collaboratively with fellow faculty and administrators in curriculum development and alignment in the math scope and sequence in the Middle School as well as PS-12
  • Communicate in a clear and timely fashion with all community members
  • Cooperatively work and communicate effectively with parents in conferences and written reports
  • Support and follow the Faculty Handbook for Policies and Procedure and MS Professional Expectations
  • Be a positive and contributing member of the professional community
  • Serve as an active member of a grade level team, including participating on class trips
  • Develop, plan, and lead or co-lead experiential learning activities with a group of students

OTHER RESPONSIBILITIES
  • Other duties as assigned by Middle School Head

SUPERVISORY RESPONSIBILITIES
  • None

INTERPERSONAL CONTACTS
  • Interactions occur most routinely with students in the classroom and during other activities.
  • Many informal interactions with students for whom the teacher has no direct supervision or responsibility happen regularly.
  • Daily contact ranges from direct teaching of curriculum to informal exchanges of a personal or social nature. Regular contact with colleagues, particularly those working in the same grade level, discipline or on a joint project is expected.
  • Frequent contact with parents either for scheduled conferences or casual conversation is a community norm.
  • Responsible and active collaboration with colleagues, in all divisions, is expected.

COMPETENCIES
  • Cultural competence
  • Enthusiasm and excitement to work with and support middle school students
  • Ability to adapt teaching style to multiple learning styles
  • Excellent communication skills, both oral and written, to interact with adolescents, colleagues and family members
  • Sense of humor, flexibility, organizational ability
  • Collegial and collaborative skills

EDUCATION AND EXPERIENCE
  • BA or BS in math or related field required.
  • MA or MS in math or related field and/or related experience preferable.
  • At least two years demonstrated effective math teaching experience required.
  • Experience with Illustrative Mathematics is a plus.
  • Experience in curriculum development is a plus.
  • Experience with Understanding by Design instructional planning a plus.
  • Demonstrated experience with adolescents is required.
  • Use of internet, e-mail, and other appropriate technology applications is essential.
  • Understanding and experience with progressive education principles including student-centered teaching, project-based learning, and performance-based assessment is preferable.

WORKING ENVIRONMENT AND PHYSICAL REQUIREMENTS
  • Work is primarily performed in a classroom setting, and includes occasional to frequent work leading students off campus activities.
  • The person in this position must be able to remain in a stationary position for lesson preparation, report writing, and collaborative meetings 40%-50% of the time
  • Requires mobility to traverse campus to accompany and assure the safety of children
    • This may include moving up and down stairs or hill between facilities multiple times throughout the workday
    • Bending, squatting, stooping and kneeling
    • Ability to occasionally lift up 20 pounds

SCHEDULE
This is a faculty position with an academic year schedule for the 2026-2027 school year. This is an interim position that is set to begin November 9, 2026 and have an end date of June 18, 2027. Full-time faculty teachers are expected to travel to retreats, conferences and workshops as well as accompany students on various experiential activities throughout the year. There are some mandatory evening and weekend commitments.

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