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Math Curriculum Designer Jobs in Colorado (NOW HIRING)

High Point Academy

Interventionist

Aurora, CO

$20 - $27/hr

Curriculum Implementation * Implement intervention curricula and instructional programs with ... Experience supporting academic interventions in reading or math. * Familiarity with MTSS or ...

High Point Academy

Interventionist

Aurora, CO · On-site

$25/hr

Curriculum ImplementationImplement intervention curricula and instructional programs with fidelity ... PreferredExperience supporting academic interventions in reading or math.Familiarity with MTSS or ...

High Point Academy

Interventionist

Aurora, CO · On-site

$25/hr

Curriculum Implementation * Implement intervention curricula and instructional programs with ... Experience supporting academic interventions in reading or math. * Familiarity with MTSS or ...

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All JobsMath Curriculum Designer JobsMath Curriculum Designer Jobs in Colorado

Math Curriculum Designer information

See Colorado salary details

$60.5K

$92.2K

$140.9K

How much do math curriculum designer jobs pay per year?

As of Aug 21, 2026, the average yearly pay for math curriculum designer in Colorado is $92,168.00, according to ZipRecruiter salary data. Most workers in this role earn between $80,400.00 and $99,900.00 per year, depending on experience, location, and employer.

What is a math curriculum designer?

A Math Curriculum Designer is responsible for developing math curricula, lesson plans, and instructional materials that align with educational standards and best practices. They ensure that the curriculum is engaging, effective, and appropriate for different learning levels. This role involves researching new teaching methods, integrating technology, and collaborating with educators to enhance math instruction.

What are the key skills and qualifications needed to thrive as a math curriculum designer?

To thrive as a Math Curriculum Designer, you need a solid background in mathematics and education, typically supported by a degree in math, education, or curriculum development. Familiarity with instructional design software, educational standards (such as Common Core), and learning management systems is often essential. Strong communication, creativity, and collaboration skills help you effectively tailor materials to diverse learners and work with teachers and stakeholders. These abilities enable you to create engaging, effective curriculum that meets educational goals and adapts to evolving teaching methods.

What are some common challenges faced by math curriculum designers?

Math Curriculum Designers often encounter challenges such as aligning curriculum materials with educational standards while maintaining clarity and student engagement. Adapting content for diverse learning needs and integrating new teaching technologies can require creative problem-solving and ongoing professional development. Additionally, collaborating with teachers and district administrators to pilot and revise curriculum materials demands flexibility and strong communication skills. While these challenges can be complex, they also offer valuable opportunities to innovate and impact student learning outcomes.

Is curriculum design a good job?

Curriculum design is a valuable career for individuals interested in education, requiring skills in subject expertise, instructional design, and often the use of educational technology. It offers opportunities to work in schools, educational publishers, or online learning organizations, with a typical schedule aligned with academic or project timelines. Job satisfaction depends on personal interest in education and curriculum development, as well as the ability to collaborate with educators and stakeholders.

What does a math curriculum designer do?

A math curriculum designer develops educational materials and lesson plans to teach mathematics effectively. They analyze standards, incorporate instructional strategies, and often use tools like curriculum mapping software to ensure alignment with learning goals and standards.

What are the most commonly searched types of Math Curriculum Designer jobs in Colorado?

The most popular types of Math Curriculum Designer jobs in Colorado are:

What are popular job titles related to Math Curriculum Designer jobs in Colorado?

For Math Curriculum Designer jobs in Colorado, the most frequently searched job titles are:

What job categories do people searching Math Curriculum Designer jobs in Colorado look for?

The top searched job categories for Math Curriculum Designer jobs in Colorado are:

Math Curriculum Designer jobs near you
Infographic showing various Math Curriculum Designer job openings in Colorado as of August 2026, with employment types broken down into 65% Full Time, and 35% Part Time. Highlights an 100% In-person job distribution, with an average salary of $92,168 per year, or $44.3 per hour.

Civil Engineer

U.S. Department of Agriculture (USDA)

Boulder, CO • On-site

$68K/yr

Full-time

Posted 17 days ago

USDA Forest Service rating

7.4

Company rating: 7.4 out of 10

Based on 120 frontline employees who took The Breakroom Quiz

162nd of 295 rated public sector bodies

Job description

This announcement is being advertised as a Forest Service National Hiring effort to fill multiple vacancies. Positions may be filled at one or more of the duty locations included in this announcement. Final determination of the duty location will be made at the time of the job offer.
For additional information about the duties of this position, please contact Justin Forgensi at justin.forgensi@usda.gov.Qualifications:In order to qualify, you must meet the eligibility and qualifications requirements as defined below by the closing date of the announcement. For more information on the qualifications for this position, visit the Office of Personnel Management's General Schedule Qualification Standards.
Your application and resume must clearly show that you possess the experience requirements. Transcripts must be provided for qualifications based on education. Provide course descriptions as necessary.
Basic Requirement:
GS-0810 Series:
Degree: Engineering. To be acceptable, the program must: (1) lead to a bachelor's degree in a school of engineering with at least one program accredited by ABET; or (2) include differential and integral calculus and courses (more advanced than first-year physics and chemistry) in five of the following seven areas of engineering science or physics: (a) statics, dynamics; (b) strength of materials (stress-strain relationships); (c) fluid mechanics, hydraulics; (d) thermodynamics; (e) electrical fields and circuits; (f) nature and properties of materials (relating particle and aggregate structure to properties); and (g) any other comparable area of fundamental engineering science or physics, such as optics, heat transfer, soil mechanics, or electronics.
OR
Combination of education and experience -- college-level education, training, and/or technical experience that furnished (1) a thorough knowledge of the physical and mathematical sciences underlying engineering, and (2) a good understanding, both theoretical and practical, of the engineering sciences and techniques and their applications to one of the branches of engineering. The adequacy of such background must be demonstrated by one of the following:
  1. Professional registration or licensure -- Current registration as an Engineer Intern (EI), Engineer in Training (EIT)1, or licensure as a Professional Engineer (PE) by any State, the District of Columbia, Guam, or Puerto Rico. Absent other means of qualifying under this standard, those applicants who achieved such registration by means other than written test (e.g., State grandfather or eminence provisions) are eligible only for positions that are within or closely related to the specialty field of their registration. For example, an applicant who attains registration through a State Board's eminence provision as a manufacturing engineer typically would be rated eligible only for manufacturing engineering positions.
  2. Written Test -- Evidence of having successfully passed the Fundamentals of Engineering (FE)2 examination or any other written test required for professional registration by an engineering licensure board in the various States, the District of Columbia, Guam, and Puerto Rico.
  3. Specified academic courses -- Successful completion of at least 60 semester hours of courses in the physical, mathematical, and engineering sciences and that included the courses specified in the basic requirements under paragraph A. The courses must be fully acceptable toward meeting the requirements of an engineering program as described in paragraph A.
  4. Related curriculum -- Successful completion of a curriculum leading to a bachelor's degree in an appropriate scientific field, e.g., engineering technology, physics, chemistry, architecture, computer science, mathematics, hydrology, or geology, may be accepted in lieu of a bachelor's degree in engineering, provided the applicant has had at least 1 year of professional engineering experience acquired under professional engineering supervision and guidance. Ordinarily there should be either an established plan of intensive training to develop professional engineering competence, or several years of prior professional engineering-type experience, e.g., in interdisciplinary positions. (The above examples of related curricula are not all-inclusive.)
In addition to meeting the basic requirement, you must also possess experience and/or directly related education in the amounts listed below.
Specialized Experience Requirement:
For the GS-09 level: Applicants must have one year of specialized experience equivalent to at least the GS-07 level. Specialized experience is defined as 2 or more of the following:
  • Assisted in designing and developing routine construction drawings and specifications for projects with straightforward technical characteristics;
  • Assisted with site visits to ensure construction was conducted in accordance with established contract specifications;
  • Assisted in gathering data used to monitor the progress of contractors in achieving contract requirements and project milestones; and/or
  • Participated in facilities engineering management duties by coordinating routine maintenance and repair work at facilities such as housing complexes, administrative buildings, technical or special support buildings, warehouses, community facilities, or water/wastewater systems.
OR 2 years of progressively higher level graduate education leading to a Master's degree or master's or equivalent graduate degree (coursework directly related to the position being filled);
OR Successful completion of a 5-year program of study of at least 160 semester hours leading to a bachelor's degree in engineering and 1 year of appropriate professional experience;
OR A combination of superior academic achievement and 1 year of appropriate professional experience;
OR An appropriate combination of specialized experience and education (only graduate education in excess of 18 semester hours may be used to qualify applicants for this grade level).
Professional engineering experience is defined as nonroutine engineering work that required and was characterized by (1) professional knowledge of engineering; (2) professional ability to apply such knowledge to engineering problems; and (3) positive and continuing development of professional knowledge and ability.
For the GS-11 level: Applicants must have one year of specialized experience equivalent to at least the GS-09 level. Specialized experience is defined as 2 or more of the following:
  • Monitored day-to-day performance of a contract by ensuring compliance with drawings and specifications;
  • Developed civil engineering requirements for infrastructure projects;
  • Planned and conducted engineering projects according to clear and specified objectives such as developing technical data on materials, sizes, dimensions, and quantities and costs of materials to be incorporated in formal specifications; and/or
  • Performed routine safety related assessments, for example determining compliance with existing Federal, State, or organization safety regulations, or analyzed and evaluated potential safety regulation deficiencies.
OR 3 years of progressively higher-level graduate education leading to a Ph.D. degree or Ph.D. or equivalent doctoral degree (coursework directly related to position being filled);
OR An appropriate combination of specialized experience and graduate level education (beyond what is required for a master's degree, i.e., more than 36 semester hours leading to a Ph.D.)
Experience refers to paid and unpaid experience, including volunteer work done through National Service programs (e.g., Peace Corps, AmeriCorps) and other organizations (e.g., professional; philanthropic; religious; spiritual; community, student, social). Volunteer work helps build critical competencies, knowledge, and skills and can provide valuable training and experience that translates directly to paid employment. You will receive credit for all qualifying experience, including volunteer experience.Education:See above for education that may be qualifying for the specific grade level.Employment Type: OTHER

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