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Director Math Curriculum Jobs in Oregon (NOW HIRING)

Engineering for Kids

STEM teacher

Portland, OR · On-site

$15 - $22/hr

Science, technology, engineering, math, Minecraft, LEGO EV3 Robotics, Clickteam Fusion, Microsoft ... We provide training, all equipment, and all curriculum materials. Knowledge of technologies ...

Stride, Inc.

OR · On-site

$44K - $60K/yr

... math skills. ESSENTIAL FUNCTIONS: * Modify and/or adapt the K12 curriculum in alignment with the ... Ability to work without direct supervision * Flexible schedule; Ability to travel as needed, up to ...

Stride, Inc.

OR · On-site

$41K - $56K/yr

... math skills. ESSENTIAL FUNCTIONS: * Modify and/or adapt the K12 curriculum in alignment with the ... Ability to work without direct supervision * Flexible schedule * Ability to travel as needed, up to ...

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Director Math Curriculum information

See Oregon salary details

$22.2K

$55.5K

$106.3K

How much do director math curriculum jobs pay per year?

As of Jun 12, 2026, the average yearly pay for director math curriculum in Oregon is $55,487.00, according to ZipRecruiter salary data. Most workers in this role earn between $44,400.00 and $59,200.00 per year, depending on experience, location, and employer.

How does the Director of Math Curriculum typically collaborate with teachers and school administrators to implement new math programs?

The Director of Math Curriculum frequently works with teachers and administrators through regular meetings, professional development sessions, and classroom observations to ensure successful implementation of new math initiatives. They provide guidance, share best practices, and address concerns or challenges faced by educators. This collaboration helps align instructional strategies with curriculum goals and ensures that the needs of both students and teachers are met. Ongoing communication and feedback loops are essential for refining and improving the curriculum over time.

What does a Director of Math Curriculum do?

A Director of Math Curriculum is responsible for designing, implementing, and overseeing math education programs within a school district or educational organization. They ensure that the math curriculum aligns with state and national standards, incorporates best teaching practices, and meets the diverse needs of students. Their role involves collaborating with teachers, administrators, and other stakeholders to evaluate and improve math instruction, as well as providing professional development and resources for educators. Additionally, they may analyze student performance data to inform curriculum decisions and promote effective learning outcomes.

What are the key skills and qualifications needed to thrive as a Director of Math Curriculum, and why are they important?

To thrive as a Director of Math Curriculum, you need deep expertise in mathematics education, curriculum design, and typically a master's or doctoral degree in education or a related field. Familiarity with educational standards, assessment tools, and learning management systems is crucial, along with experience using curriculum mapping software. Strong leadership, communication, and analytical skills set outstanding candidates apart by enabling effective team collaboration and data-driven decision-making. These skills ensure the development and implementation of high-quality math programs that enhance student learning outcomes and support institutional goals.

What is the difference between Director Math Curriculum vs Math Program Coordinator?

AspectDirector Math CurriculumMath Program Coordinator
CredentialsMaster's degree in Education or Mathematics, relevant certificationsBachelor's degree, teaching certification often preferred
Work EnvironmentAdministrative offices, curriculum development teams, school districtsClassroom settings, school campuses, program implementation sites
ResponsibilitiesOversees curriculum design, aligns standards, manages curriculum teamsCoordinates program activities, supports teachers, monitors implementation

The main difference is that the Director Math Curriculum focuses on high-level curriculum development and strategic oversight, while the Math Program Coordinator handles day-to-day program support and implementation. Both roles require relevant education credentials and are integral to math education programs, but they differ in scope and level of responsibility.

What are the most commonly searched types of Math Curriculum jobs in Oregon? The most popular types of Math Curriculum jobs in Oregon are:
What are popular job titles related to Director Math Curriculum jobs in Oregon? For Director Math Curriculum jobs in Oregon, the most frequently searched job titles are:
What job categories do people searching Director Math Curriculum jobs in Oregon look for? The top searched job categories for Director Math Curriculum jobs in Oregon are:
What cities in Oregon are hiring for Director Math Curriculum jobs? Cities in Oregon with the most Director Math Curriculum job openings:
Director Math Curriculum jobs near you

2026-2027 Elementary Spanish Immersion Teacher

Arco Iris Spanish Immersion School

Beaverton, OR • On-site

Full-time

Posted yesterday

Job description

Goals:

  • Develop students into becoming responsible, bilingual, biliterate and culturally competent members of the community.
  • Support school goals as determined by the Arco Iris Spanish Immersion School and its Board of Directors.


Responsibilities include but are not limited to:

  • Teaches reading, language arts, social studies, mathematics, science, art, health, physical education, music, and other appropriate learning activities to students in a classroom through the Spanish language. Specific subject areas will be determined by teaching placement.
  • Instructs students in citizenship and basic subject matter.
  • Be accountable for students' mastery of academic standards.
  • Works with the Executive Director to develop lesson plans and instructional materials and provide individualized and small group instruction in order to adapt the curriculum to the needs of each student.
  • Works with the Executive Director to translate lesson plans into learning experiences to best utilize the available time for instruction.
  • Uses a variety of instruction strategies, such as inquiry, group discussion, lecture, discovery, etc.
  • Evaluates students' academic and social growth, keeps appropriate records, and prepares progress reports.
  • Supervises students in out-of-classroom activities during the school day.
  • Administers group standardized tests in accordance with state testing program.
  • Develop positive relationship with students, parents, co-workers and the community.
  • Effectively manage classroom teaching and learning time.
  • Enforce code of behavior for students and parents.
  • Motivate students to achieve at their highest ability and potential through a well-structured and dynamic classroom plan, aiming for high expectations yet demonstrating sensitivity to different learning styles.
  • Create a positive, structured learning environment to ensure that students observe the school's core values, high expectations, and strict code of conduct.
  • Regularly communicates with parents through conferences and other means to discuss students' progress and interpret the school program.
  • Attends and participates in after-school events as requested by the Executive Director and Curriculum Director.
  • Assume other responsibilities as requested by the Executive Director.


      Physical Conditions include but are not limited to:

      • Standing/Walking: Frequently; throughout workshift while performing classroom duties, P.E. classes, recess supervision, field trips.
      • Sitting: Occasionally; while performing classroom duties.
      • Lift/Carry: Frequently, 1-25 pounds; classroom instructional materials, books, binders, paperwork. For heavier lifting, assistance is available.
      • Bending/Twisting: Occasionally; at knees/waist/neck while throughout day.
      • Push/Pull: Occasionally, exerting a force of 5-20 pounds; while moving supplies.
      • Climbing/Balancing: Rarely; may use step stool.
      • Kneeling/Crouching/Crawling: Occasionally; may be required while assisting student in physical activities or may occur while restraining student's disruptive behavior.
      • Hands/Arms: Constant use of both in reaching/handling/grasping/fingering/gripping while performing a variety of physical and administrative duties. Overhead reaching is required.
      • Sight/Hearing/Speech: Constantly; to provide instructional assistance to student. Assignment may require hand/eye coordination, depth perception and peripheral vision depending on assignment.


      Qualifications:

      Minimum

      • Bachelor's degree in Education or a related field
      • Fluent in Spanish
      • Current Oregon Teaching License


      Preferred

      • At least two years of teaching experience

      Apply