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Math Curriculum Development Jobs in Rhode Island

MANAGER

Newport, RI · On-site

$142.45K/yr

... Mathematician (1520-series), or a Computer Scientist (1550-series) depending upon the ... As a professional engineer or scientist in development, acquisition or inservice support of ...

MANAGER

Newport, RI · On-site

$142.45K/yr

... Mathematician (1520-series), or a Computer Scientist (1550-series) depending upon the ... As a professional engineer or scientist in development, acquisition or inservice support of ...

... mathematical thinking while preparing young learners for independent school admissions in a ... Curriculum Awareness & Adaptive Instruction: Familiar with ISEE Primary content scope and common ...

... debates, development challenges, and business strategy. * Curriculum Awareness & Adaptive ... mathematical modeling, graphing economic relationships, and connecting theoretical models to ...

Emphasizes particulate-level reasoning and mathematical problem-solving, connecting chemistry to pharmaceutical development, environmental science, and materials engineering. * Curriculum Awareness ...

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Math Curriculum Development information

See Rhode Island salary details

$22.5K

$54.2K

$77.4K

How much do math curriculum development jobs pay per year?

As of May 30, 2026, the average yearly pay for math curriculum development in Rhode Island is $54,221.00, according to ZipRecruiter salary data. Most workers in this role earn between $46,000.00 and $60,200.00 per year, depending on experience, location, and employer.

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 deep knowledge of mathematics education, curriculum design principles, and typically a degree in education or mathematics. Familiarity with educational standards (like Common Core), learning management systems, and assessment tools is essential. Strong analytical thinking, creativity, and collaborative communication skills help in tailoring effective and engaging instructional materials. These skills ensure that curricula are pedagogically sound, aligned with standards, and accessible to diverse learners.

What are some common challenges faced in math curriculum development roles, and how are they typically addressed?

One common challenge in math curriculum development is aligning educational content with diverse student needs and changing standards. Curriculum developers must balance rigorous academic goals with accessibility, ensuring materials are engaging and suitable for different learning styles. Collaboration with teachers and subject matter experts is crucial for gathering feedback and piloting new materials. Staying updated with educational technology and assessment trends also helps address these challenges effectively.

What is math curriculum development?

Math curriculum development is the process of designing, organizing, and improving mathematics educational programs and materials for schools or educational institutions. This work involves setting learning objectives, selecting appropriate teaching methods, and creating or evaluating lesson plans, textbooks, and assessments. The goal is to ensure that students gain a thorough understanding of mathematical concepts and skills at each grade level. Professionals in this field collaborate with teachers, administrators, and sometimes policymakers to align curriculum with educational standards and student needs.

What is the difference between Math Curriculum Development vs Math Instructional Coordinator?

AspectMath Curriculum DevelopmentMath Instructional Coordinator
CredentialsTypically requires a degree in education or mathematics, sometimes certification in curriculum designRequires teaching certification, experience in math teaching, and often additional leadership credentials
Work EnvironmentDesigning curriculum materials, collaborating with educators, often in office or remote settingsSupervising teachers, conducting training, and overseeing instructional practices in schools
Employer & Industry UsageUsed by school districts, educational publishers, and curriculum companiesEmployed by school districts, educational agencies, and state departments of education

Math Curriculum Development focuses on creating and designing math curricula, while Math Instructional Coordinators oversee the implementation and effectiveness of math instruction in schools. Both roles require strong math knowledge and educational credentials but differ in their focus on design versus supervision.

What are popular job titles related to Math Curriculum Development jobs in Rhode Island? For Math Curriculum Development jobs in Rhode Island, the most frequently searched job titles are:
What job categories do people searching Math Curriculum Development jobs in Rhode Island look for? The top searched job categories for Math Curriculum Development jobs in Rhode Island are:
Infographic showing various Math Curriculum Development job openings in Rhode Island as of May 2026, with employment types broken down into 2% As Needed, 50% Full Time, 41% Part Time, and 7% Temporary. Highlights an 90% Physical, 6% Hybrid, and 4% Remote job distribution, with an average salary of $54,221 per year, or $26.1 per hour.

Job description

This position is part of the Warfare Centers Personnel Demonstration Project. The ND-5 pay band encompasses positions equivalent to GS-14 and GS-15.
You will serve as the Head of the Program Management Office (Code 859) in the Undersea Warfare Weapons, Vehicles and Defensive Systems Department of the Naval Undersea Warfare Center Division Newport.Qualifications:This is an interdisciplinary position and may be filled by a Mechanical Engineer (0830-series), a Computer Engineer (0854-series), an Electronics Engineer (0855-series), a Mathematician (1520-series), or a Computer Scientist (1550-series) depending upon the qualifications of the candidate. Applicants in positions with occupational series other than those listed (0830, 0854, 0855, 1520 and 1550) may apply; however, you must apply directly to the series listed in this vacancy that is most applicable to your qualifications.
In addition to the Basic Requirements for this position, your resume must also demonstrate at least one year of specialized experience at or equivalent to the ND-4 pay band (GS-12 and GS-13 equivalency) in the Federal service or equivalent experience in the private or public sector. Specialized experience must demonstrate the following: As a professional engineer or scientist in development, acquisition or inservice support of undersea weapons or complex undersea warfare systems.
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
Individual Occupational Requirements (IOR):
All Professional Engineering Positions, 08XX
Mathematics Series, 1520
Computer Science Series, 1550
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 at least one of the following positive education qualifications requirements of the Office of Personnel Management (OPM) Qualifications Standards Manual:
  • Professional Engineering Series (08XX) - Degree: A professional engineering degree from an ABET-accredited college or university; OR a degree with curriculum in differential and integral calculus, with additional courses 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
  • Professional Engineering Series (08XX) - Substitution of Education/Experience: A combination of education and experience that furnished (1) a thorough knowledge of the physical and mathematical sciences underlying professional 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: (a) professional registration, (b) evidence of successfully passing the Engineer-in-Training (EIT) examination; (c) 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 above; or (d) successful completion of a curriculum leading to a bachelor's degree in engineering technology or in an appropriate professional field, e.g., physics, chemistry, architecture, computer science, mathematics, hydrology, or geology, may be accepted in lieu of a degree in engineering provided that it included at least 1 year of professional engineering experience acquired under professional engineering supervision and guidance. (Note to Applicants: Please see the Qualifications & Education sections of this announcement for a link to the Office of Personnel Management (OPM) Individual Occupational Requirements. OPM guidance indicates that there should be either an established plan of intensive training to develop professional engineering competence, or several years of prior professional engineering-type experience. This training plan or experience must be well documented and provided at time of application.); OR
  • 1520-Mathematics Series: A degree in mathematics; or a combination of education and experience - courses equivalent to a major in mathematics (including at least 24 semester hours in mathematics), plus appropriate experience or additional education. The total coursework described above must have included differential and integral calculus and, in addition, four advanced mathematics courses requiring calculus or equivalent mathematics courses as a prerequisite; OR
  • 1550-Computer Science Series: A degree in computer science; or a degree with at least 30 semester hours in a combination of mathematics, statistics, and computer science. At least 15 of these 30 semester hours must have been in a combination of statistics and mathematics that included differential and integral calculus.
Employment Type: OTHER