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Supervisor of Secondary Mathematics (712) 
REPORTS TO: Assistant Superintendent of Curriculum, Instruction, and Assessment
POSITION SUMMARY: Under the direction of the Assistant Superintendent of Curriculum, Instruction, and Assessment, the Supervisor of Secondary Mathematics provides leadership and support for all 7-12 District Mathematics initiatives and is responsible for the full implementation, development, and evaluation of these programs. The Supervisor ensures the instructional program is aligned to state and national standards, is culturally responsive, data-informed, and strategically addresses a multi-tiered system of supports. In addition, the Supervisor maintains district-wide curricular cohesion by partnering with the Supervisor of Elementary Mathematics, building the capacity of Grades 78 school-based mathematics coaches, and coordinating the efforts of Grades 912 high school mathematics lead teachers.  The Supervisor guides the Secondary Mathematics Department in evaluating instructional methods, establishing rigorous college and career-ready expectations, and aligning professional learning needs to the District's Strategic Plan.
DUTIES AND RESPONSIBILITIES:
Curriculum Development, Vertical Alignment, and Policy Advocacy

• Department Strategic Planning: Authors and executes a comprehensive Department Plan focused on continuous improvement, addressing current student/staff needs, and accelerating teaching and learning across all secondary mathematics oversight areas.
• 712 Curriculum Design: Leads and oversees the development and continuous revision of the secondary (712) mathematics curriculum and assessments (formative, summative, mid-terms, and finals) to ensure alignment with national standards and Board of Education goals.
• Vertical Cohesion: Partners with the Supervisor of Elementary Mathematics to monitor curriculum implementation across all grades, ensuring vertical alignment and smooth student transitions from elementary to middle school.
• Inclusive Resources: Collaborates with the Supervisors of Multilingual Learners and Special Education to ensure secondary curriculum and resources are tailored for all learners.
• Policy Advocacy: Develops and articulates appropriate advocacy positions and statements for mathematics education to inform the Board of Education and the public.
• Systemic Leadership: Leads systemwide committees that support the implementation of state mathematics policy and district strategic plans.
• Teacher Leadership Pipeline: Recruits and mentors qualified teachers to assist in the development and revision of district curriculum, fostering a pipeline for internal teacher leadership.

Instructional Leadership, Staff Capacity, and Accountability

• Central Office and School-Based Leadership: Supervises, evaluates, and supports district and school-based mathematics coaches and central office staff.
• 78 Coach Capacity Building: Builds the capacity of school-based 78 mathematics coaches in areas of instructional leadership, data literacy, and evidence-informed instructional practices to ensure maximum implementation of District-approved middle school curriculum and intervention strategies.
• 912 Lead Teacher Coordination: Coordinates the efforts of high school (912) math lead teachers in collaboration with school-based administrators to ensure school-level consistency; convenes and facilitates regular monthly meetings to coordinate instructional practices and share successful techniques.
• Programmatic Audits: Participates in formal Instructional Audits and Academic Reviews as requested to evaluate the effectiveness of school-based mathematics programs.
• Instructional Walkthroughs: Observes mathematics instruction in classrooms alongside school-based administrators and math coaches or lead teachers to provide programmatic feedback on the alignment of the written, taught, and assessed curriculum.

Operations, Inventory, and Department Flexibility

• Materials Logistics: Oversees the ordering, inventory, and distribution of all 712 mathematics materials and equipment, including the systematic identification and removal of obsolete materials.
• Standardized Resource Tracking: Develops and maintains a current, standardized district-wide list of approved textbooks, resources, and instructional technology.
• Selection Process: Leads the formal process for the selection, approval, and adoption of textbooks, instructional materials, and technology.
• Operational Flexibility: Performs other duties, tasks, and special projects as assigned by the Assistant Superintendent of Curriculum, Instruction, and Assessment to support changing district initiatives and strategic goals.

Data Systems, Professional Learning, and Community Engagement

• Data & IMTSS Design: Designs system procedures to assist secondary schools in collecting and interpreting assessment data to implement an Integrated Multi-Tiered System of Supports (IMTSS).
• Comprehensive Professional Learning: Designs and implements high-quality professional learning for secondary principals, coaches, lead teachers, and classroom teachers, including summer workshops and new teacher orientations.
• Partnerships & Outreach: Establishes community and university partnerships to maximize resources and enhance student achievement outreach.
• Extracurricular Engagement: Organizes and facilitates student extracurricular programs that enhance mathematics content understanding and engagement.
• Professional Representation: Represents the district through participation on local, higher education, state, and regional committees to stay abreast of research and best practices.

Budget, Compliance, and Research

• Fiscal Management: Develops and manages budgets to support secondary mathematics programming and professional development.
• Grant Management: Seeks, secures, and manages grants and external funding opportunities to support secondary math district goals.
• Regulatory Compliance: Ensures compliance with state standards, state mathematics policy, and federal guidelines.
• Research Integration: Reviews literature and research related to secondary mathematics instruction, communicating significant findings to all stakeholders.

MINIMUM QUALIFICATIONS:
Required Education and Experience:

• Master's degree in mathematics, curriculum and instruction, or educational administration.
• Minimum of five (5) years of successful teaching experience in mathematics.
• Demonstrated experience in an administrative role (e.g., principal or assistant principal).
• Experience with secondary curriculum development, implementation, and evaluation.

Required Knowledge and Skills:

• Deep knowledge of secondary mathematics content standards, state mathematics policy, and evidence-informed instructional practices.
• Outstanding written and oral communication skills.
• Demonstrated ability to facilitate productive professional learning, design data tracking systems, and lead cross-functional teacher committees.
• Ability to manage multiple priorities and proactively solve problems.
• Commitment to educational equity and the vision of New Haven Public Schools.

CERTIFICATION / ENDORSEMENT REQUIREMENTS:

• Certification in Mathematics (e.g., 229 or 029).
• Certification in Intermediate Administration or Supervision (092).

SALARY AND TERMS OF EMPLOYMENT: 12-Month work year. Local 18, Group G, School Administrators Association of New Haven, Inc., minimum starting salary, $159,837.
EVALUATION: Evaluated annually by the Assistant Superintendent of Curriculum, Instruction, and Assessment.
NOTE: The above description covers the principle duties and responsibilities of the job. The description shall not be construed as a complete listing of all duties or a contract. In all cases, these relationships, functions, and applications are subject to change by the Superintendent of Schools.