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Commission Math Curriculum Developer Jobs (NOW HIRING)

Phillips Brooks School

Math Specialist

Menlo Park, CA · On-site

$90K - $120K/yr

... programming, including math circles, math club, math recreation and enrichment offerings. Curriculum Development  Collaborate with teachers, the Associate Head of School for Academics, and the ...

Phillips Brooks School

Math Specialist

Menlo Park, CA · On-site

$90K - $120K/yr

... programming, including math circles, math club, math recreation and enrichment offerings. Curriculum Development • Collaborate with teachers, the Associate Head of School for Academics, and the ...

Bank Street

Project Director, Math

Manhattan, NY · On-site

$46K - $62K/yr

... developers, facilitators, coaches, analysts, project managers, program associates, etc ... Background in progressive teaching and learning, as well as in curriculum, instruction ...

Bristol Public Schools

High School Math Teacher

Bristol, CT · On-site

$48K - $64K/yr

Other duties may be assigned. - Teaches district approved Math curriculum - Meets and instructs ... Ability to calculate figures and amounts such as discounts, interest, commissions, proportions ...

Bristol Public Schools

High School Math Teacher

Bristol, CT · On-site

$48K - $64K/yr

Other duties may be assigned. - Teaches district approved Math curriculum - Meets and instructs ... Ability to calculate figures and amounts such as discounts, interest, commissions, proportions ...

Bristol Public Schools

High School Math Teacher

Bristol, CT · On-site

$48K - $64K/yr

Other duties may be assigned. - Teaches district approved Math curriculum - Meets and instructs ... Ability to calculate figures and amounts such as discounts, interest, commissions, proportions ...

Bristol Public Schools

High School Math Teacher

Bristol, CT · On-site

$48K - $64K/yr

Other duties may be assigned. - Teaches district approved Math curriculum - Meets and instructs ... Ability to calculate figures and amounts such as discounts, interest, commissions, proportions ...

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Commission Math Curriculum Developer information

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$25.5K

$60.1K

$83K

How much do commission math curriculum developer jobs pay per year?

As of Jun 29, 2026, the average yearly pay for commission math curriculum developer in the United States is $60,124.00, according to ZipRecruiter salary data. Most workers in this role earn between $48,000.00 and $64,500.00 per year, depending on experience, location, and employer.

How much do curriculum developers make in the US?

Curriculum developers in the US typically earn between $50,000 and $85,000 annually, with salaries varying based on experience, education, and location. Those specializing in education or working for large organizations may earn higher wages, especially if they have advanced skills in instructional design and curriculum development tools.

How much do curriculum creators make?

Curriculum developers, including those creating math curricula, typically earn between $50,000 and $85,000 annually, depending on experience, education, and employer. Experienced professionals or those working for large educational publishers may earn higher salaries, and some may work freelance or part-time, affecting overall income.

Are curriculum developers in demand?

Curriculum developers, including those specializing in math, are in demand due to ongoing needs for educational content across schools, online platforms, and training programs. They often require strong subject matter expertise, instructional design skills, and familiarity with educational technology tools. Employment prospects are generally stable, especially for those with experience in digital and curriculum development environments.

How much should I charge for curriculum development?

Commission math curriculum developers typically charge between $30 and $100 per hour, depending on experience, project complexity, and client budget. Some may offer flat rates for specific modules or complete curricula, which can range from a few thousand to tens of thousands of dollars. Rates also vary based on whether the developer works independently or through an agency, and whether they hold relevant certifications or advanced degrees.

What is the difference between Commission Math Curriculum Developer vs Math Instructional Designer?

AspectCommission Math Curriculum DeveloperMath Instructional Designer
CredentialsDegree in Education, Mathematics, or related field; teaching certification often preferredDegree in Education, Instructional Design, or related field; certification may be advantageous
Work EnvironmentEducational institutions, curriculum publishers, online education platformsEducational institutions, e-learning companies, corporate training
Employer & Industry UsagePrimarily in K-12 and higher education sectorsPrimarily in e-learning, corporate training, and educational technology

The Commission Math Curriculum Developer focuses on creating and updating math curricula for educational settings, often working directly with standards and assessments. In contrast, the Math Instructional Designer emphasizes designing engaging instructional materials and digital content to enhance learning experiences. Both roles require strong math knowledge and educational credentials but differ in their primary focus—curriculum development versus instructional design.

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What cities are hiring for Commission Math Curriculum Developer jobs? Cities with the most Commission Math Curriculum Developer job openings:
What are the most commonly searched types of Math Curriculum Developer jobs? The most popular types of Math Curriculum Developer jobs are:
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What job categories do people searching Commission Math Curriculum Developer jobs look for? The top searched job categories for Commission Math Curriculum Developer jobs are:
Commission Math Curriculum Developer jobs near you
Infographic showing various Commission Math Curriculum Developer job openings in the United States as of June 2026, with employment types broken down into 56% Full Time, 32% Part Time, and 12% Contract. Highlights an 62% Physical, 1% Hybrid, and 37% Remote job distribution, with an average salary of $60,124 per year, or $28.9 per hour.

Master Teacher Leader/ Middle Grades Math/ (26-27)

Charlotte-Mecklenburg Schools

Charlotte, NC • On-site

$45K - $60K/yr

Full-time

Posted 11 days ago

Key responsibilities

  • Serves as the grade level professional learning community (PLC) lead to ensure teachers are able to understand the district's math curriculum units and lessons and deliver effective instruction to students.

  • Uses best practices of adult learning to plan and facilitate regularly scheduled training and professional support to help teachers acquire and build a repertoire of skills to meet the needs of every student.

  • Provides training and support for math teachers in math content knowledge, evidence of student learning, data analysis, and evidence-based instructional practices.

Charlotte-Mecklenburg Schools rating

6.1

Company rating: 6.1 out of 10

Based on 48 frontline employees who took The Breakroom Quiz

386th of 558 rated elementary and secondary schools

Job description

Instructional
Job Number 4600322563
Start Date
Open Date 06/15/2026
Closing Date 08/14/2026
Summary:
The Master Teacher Leader - Middle Grades Math is a school-based teacher leader who helps foster the development and growth of middle school math teachers for the purpose of improving teacher efficacy and student learning and achievement. This position provides vision and leadership for teacher growth by working in close collaboration with principals, school leadership teams, PLC's and math teachers. Supports the building of instructional capacity among math teachers to meet the goals for math curriculum implementation in grades 6-8.
The position assumes a variety of roles in supporting math teachers, including, but not limited to:
  • Mentor: supports individual or groups of math teachers in determining the best course of action to carry out specific instructional tasks and meet specific content objectives
  • Instructional Coach: helps math teachers close the learning and application gap by transferring skills and knowledge obtained in professional learning opportunities into practice and better utilize math instructional resources to enhance teaching and learning
  • Professional Developer: helps math teachers acquire new skills and knowledge through custom-designed, job-embedded learning activities based on needs assessments
  • Data Reviewer: guides math teachers in interpreting and understanding formative and summative assessment data and modifying instructional practices to increase student mastery of learning objectives

As a result of the master teacher's leadership, math teachers improve their teaching practices as evidenced in their North Carolina Educator Evaluation System (NCEES) evaluations.
Essential Duties: (These duties represent a sample and may be adjusted based on the needs of new teachers and schools.)
  • Serves as the grade level professional learning community (PLC) lead to ensure teachers are able to understand the district's math curriculum units and lessons and deliver effective instruction to students
  • Engages math teachers to collaborate with one another within and outside of professional learning communities (PLC)
  • Uses best practices of adult learning to plan and facilitate regularly scheduled training and professional support to help teachers acquire and build a repertoire of skills to meet the needs of every student.
  • Supports math teachers in acquiring and building a repertoire of skills to meet the needs of every student. Includes co-teaching and modeling lessons.
  • Works with school leaders and facilitators in using effective observation and feedback techniques to support math teachers
  • Provides training and support for math teachers in the following areas: math content knowledge, evidence of student learning, data analysis and evidence-based instructional practices
  • Assists math teachers with understanding student diversity and differentiating instruction to personalize learning opportunities for students
  • Collaborates with colleagues in district departments and other schools to enhance his/her own learning and share growth opportunities for math teachers
  • Maintains records of support for math teachers
  • Participates in district-wide professional learning opportunities
  • Performs related duties as assigned.

Education and Experience:
Minimum
  • Bachelor's degree in math, education or a related field
  • Two years of successful math teaching or math leadership experience
  • One year of effective math teacher leadership experience

Desirable
  • Master's degree in math, education or related field
  • Three or more years of successful math teaching or related school-based experience
  • Two or more years of highly effective teacher leadership experience

Licensing / Certification Requirements: NC Middle Grades Math licensure or K-6 licensure with 6th Grade Math
Knowledge / Skills / Abilities:
  • Ability to advocate for new teachers and their professional growth
  • Knowledge of the North Carolina Standard Course of Study for math at all grade levels
  • Knowledge of best practices for effective teaching and student assessment
  • Knowledge of the challenges facing staff, students and families in low wealth schools
  • Knowledge of professional development techniques and adult learning theory
  • Mastery of current teaching methodologies and best practices.
  • Ability to use collaborative communication and coaching skills in diverse groups
  • Ability to effectively discern the professional development needs of the new teacher and model effective strategies
  • Ability to collaborate with school leaders and teachers to create change in classrooms
  • Flexibility to adjust priorities and assume new responsibilities based on school needs
  • Strong organizational and time management skills
  • Proficient in 21st century technology teaching tools.

# of Jobs 1.00
Minimum Educational Requirements Bachelors
Term 10 Month
Additional Job Information
Physical Requirements:
The work is primarily sedentary. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work at times requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights. The work requires activities frequently involving driving automotive equipment.
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