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Math Curriculum Developer Jobs in Seattle, WA (NOW HIRING)

Perform Regular Vulnerability Assessments, and creates teaching and education curriculum for all ... Mathematical Skills Ability to add, subtract, multiply, and divide in all units of measure, using ...

Perform Regular Vulnerability Assessments, and creates teaching and education curriculum for all ... Mathematical Skills Ability to add, subtract, multiply, and divide in all units of measure, using ...

... and curriculum designed to enhance their expertise as well as provide ongoing development ... Mathematics Consistent accuracy with basic math and proficient use of a calculator is required ...

... and curriculum designed to enhance their expertise as well as provide ongoing development ... Mathematics Consistent accuracy with basic math and proficient use of a calculator is required ...

Parents are thrilled as their children gain confidence and new skills including coding, math, logic ... Training go through the curriculum and learn it * Create a positive and safe environment in which ...

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Math Curriculum Developer information

See Seattle, WA salary details

$29K

$68.4K

$94.5K

How much do math curriculum developer jobs pay per year?

As of Jun 12, 2026, the average yearly pay for math curriculum developer in Seattle, WA is $68,422.00, according to ZipRecruiter salary data. Most workers in this role earn between $54,600.00 and $73,400.00 per year, depending on experience, location, and employer.

What Does a Math Curriculum Developer Do?

A math curriculum developer creates instructional content for math students. In this position, you usually develop math lessons for K-12 students. Some curriculum designers focus only on the curriculum for elementary or high school classes. Your duties include creating a curriculum that meets the learning requirements and educational needs of students in a particular grade. Your lesson plan can consist of textbooks, workbooks, and computer content. Your duties can include assessing student test scores to define areas that need improvement. You then create plans that address those areas. Your responsibilities usually include creating different lesson plans for students in each grade level.

How does a Math Curriculum Developer typically collaborate with teachers and subject matter experts during the curriculum design process?

Math Curriculum Developers frequently work closely with classroom teachers and subject matter experts to ensure that new materials are both pedagogically sound and practical for real-world classroom use. This collaboration often involves conducting needs assessments, gathering feedback on draft materials, and participating in iterative review cycles. Developers may also observe classroom instruction or facilitate pilot programs to identify areas for improvement, ensuring the curriculum aligns with educational standards and meets students' needs. Regular communication and teamwork are essential parts of the role.

What are math curriculum developers?

Math curriculum developers are education professionals who design, evaluate, and update mathematics instructional materials and programs for schools or educational organizations. Their work involves aligning math content with educational standards, integrating effective teaching strategies, and ensuring materials are appropriate for students' grade levels. They often collaborate with teachers, administrators, and subject matter experts to create resources that foster student learning and engagement. Math curriculum developers also analyze feedback and data to refine and improve math curricula over time.

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

To thrive as a Math Curriculum Developer, you need a solid background in mathematics, curriculum design, and educational standards, typically supported by a degree in education or mathematics. Familiarity with learning management systems (LMS), digital authoring tools, and state or national math standards (such as Common Core) is crucial. Strong communication, creativity, and collaboration skills help in crafting engaging content and working effectively with educators and stakeholders. These skills ensure the development of effective and relevant math curricula that enhance student learning and meet educational goals.
What are the most commonly searched types of Math Curriculum Developer jobs in Seattle, WA? The most popular types of Math Curriculum Developer jobs in Seattle, WA are:
What are popular job titles related to Math Curriculum Developer jobs in Seattle, WA? For Math Curriculum Developer jobs in Seattle, WA, the most frequently searched job titles are:
What job categories do people searching Math Curriculum Developer jobs in Seattle, WA look for? The top searched job categories for Math Curriculum Developer jobs in Seattle, WA are:
NAVAL ARCHITECTURE

$50K/yr

Other

Posted 25 days ago


United States Navy rating

6.3

Company rating: 6.3 out of 10

Based on 372 frontline employees who took The Breakroom Quiz

38th of 46 rated military and defense


Job description

This vacancy announcement may be used to fill positions at various Department of the Navy Commands, including but not limited to Fleet Forces Command, Naval Sea Systems Command, and PACFLEET.Qualifications:GS-12: Your resume must demonstrate at least one year of specialized experience at or equivalent to the GS-11 grade level or pay band in the Federal service or equivalent experience in the private or public sector. Specialized experience must demonstrate the following: professional engineering experience researching, interpreting, and carrying out engineering assignments; providing technical input on the planning, design, construction, testing, or maintenance of projects; and collecting and analyzing engineering data to solve problems, develop reports, and provide recommendations.
GS-07: Your resume must demonstrate at least one year of specialized experience at or equivalent to the GS-05 grade level or pay band in the Federal service or equivalent experience in the private or public sector. Specialized experience must demonstrate the following: professional engineering experience understanding, demonstrating and completing limited engineering or architectural designs and projects; carrying out, interpreting, and explaining basic computations and calculations; and reading, understanding, manipulating, analyzing, interpreting, and conveying findings.
Additional qualification information can be found from the following Office of Personnel Management website:
https://www.opm.gov/policy-data-oversight/classification-qualifications/general-schedule-qualification-standards/#url=List-by-Occupational-Series AND https://www.opm.gov/policy-data-oversight/classification-qualifications/general-schedule-qualification-standards/0800/files/all-professional-engineering-positions-0800.pdf
Experience refers to paid and unpaid experience, including volunteer work done through National Service programs (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.Education:Applicants must meet the following basic education requirements of the Office of Personnel Management (OPM) Qualifications Standards Manual:
Successful completion of a professional engineering degree. To be acceptable, the program must: (1) lead to a bachelor's degree (or higher) in a school of engineering with at least one program accredited by the Accreditation Board for Engineering and Technology (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. Such education must demonstrate the knowledge, skills, and abilities necessary to do the work of the position.
OR
Current registration as an Engineer Intern (EI), Engineer in Training (EIT), 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 more information about EI and EIT registration requirements, please visit the National Society of Professional Engineers website at: http://www.nspe.org
OR
Evidence of having successfully passed the Fundamentals of Engineering (FE) 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 The FE examination is not administered by the U. S. Office of Personnel Management. For more information, please visit: http://www.nspe.org/Licensure/HowtoGetLicensed/index.html.
OR
Successful completion of at least 60 semester hours of courses in the physical, mathematical, and engineering sciences and in engineering that included the courses specified in the basic requirements under paragraph A (above). The courses must be fully acceptable toward meeting the requirements of an engineering program as described in paragraph A (above)
OR
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 one 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.
AND
Education and experience substitution.
I have successfully completed an engineering bachelor's degree and have one year of appropriate experience as a technician equivalent to the GS-05 grade level or higher.
OR
I have successfully completed a 5 year program of study of at least 160 semester hours leading to a bachelor's degree in engineering.
OR
I have successfully completed one full year of graduate level education.
OR
I have successfully completed a bachelor's degree with superior academic achievement.
OR
A combination of experience and under graduate/graduate education as described above that equates to one year of experience
Employment Type: OTHER

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