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Mathematics Curriculum Developer Jobs in Indiana

ENGINEER

Crane, IN · On-site

$125K/yr

... 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 ...

ENGINEER

Crane, IN · On-site

$125K/yr

... 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 ...

... 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 ...

... 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 ...

Deep knowledge of FE Civil examination content covering mathematics, probability and statistics ... Curriculum Awareness & Adaptive Instruction: Familiar with FE Civil examination specifications and ...

Deep knowledge of FE Civil examination content covering mathematics, probability and statistics ... Curriculum Awareness & Adaptive Instruction: Familiar with FE Civil examination specifications and ...

Showing results 41-60

Mathematics Curriculum Developer information

What does a mathematics curriculum developer do?

A Mathematics Curriculum Developer designs, evaluates, and updates instructional materials and lesson plans for mathematics education at various grade levels. They collaborate with teachers, administrators, and subject matter experts to ensure the curriculum aligns with educational standards and best practices. Their work involves researching effective teaching strategies, integrating technology, and assessing the effectiveness of the curriculum through feedback and data. Ultimately, their goal is to improve student learning outcomes in mathematics.

What are the key skills and qualifications needed to thrive as a mathematics curriculum developer?

To excel as a Mathematics Curriculum Developer, you need a deep understanding of mathematics, educational pedagogy, and curriculum design, typically supported by a degree in mathematics or education. Familiarity with educational standards (such as Common Core), digital learning platforms, and assessment tools is essential. Strong communication, creativity, and collaboration skills help you design engaging materials and work effectively with teachers and stakeholders. These abilities ensure that curriculum materials are accurate, relevant, and accessible, supporting effective math instruction and student learning.

What are some common challenges faced by mathematics curriculum developers when aligning materials with diverse educational standards?

Mathematics Curriculum Developers often encounter the challenge of aligning instructional materials with varying state, national, and international educational standards. This requires staying updated on frequent changes in standards, interpreting them accurately, and ensuring the curriculum is both rigorous and accessible to a wide range of learners. Additionally, developers must balance the inclusion of foundational concepts with the integration of new mathematical practices, all while considering the needs of teachers and diverse student populations. Effective collaboration with educators and subject matter experts is essential to create materials that meet these multifaceted requirements.

What is the difference between Mathematics Curriculum Developer vs Mathematics Instructional Coordinator?

AspectMathematics Curriculum DeveloperMathematics Instructional Coordinator
CredentialsBachelor's or Master's in Education or MathematicsBachelor's or Master's in Education, often with teaching certification
Work EnvironmentDesigns curriculum materials, often in office or remote settingsSupports teachers, observes classrooms, and develops instructional strategies
Employer & IndustryEducational publishers, school districts, curriculum companiesSchool districts, educational agencies, government departments
Search & Comparison IntentFocuses on curriculum creation and developmentFocuses on implementing and supporting curriculum in classrooms

The main difference is that a Mathematics Curriculum Developer creates and designs math curriculum materials, while a Mathematics Instructional Coordinator supports teachers in implementing these curricula and improving instructional practices. Both roles require strong math and education credentials but differ in their focus and work environment.

What are popular job titles related to Mathematics Curriculum Developer jobs in Indiana?

For Mathematics Curriculum Developer jobs in Indiana, the most frequently searched job titles are:

What job categories do people searching Mathematics Curriculum Developer jobs in Indiana look for?

The top searched job categories for Mathematics Curriculum Developer jobs in Indiana are:

What cities in Indiana are hiring for Mathematics Curriculum Developer jobs?

Cities in Indiana with the most Mathematics Curriculum Developer job openings:

Infographic showing various Mathematics Curriculum Developer job openings in Indiana as of August 2026, with employment types broken down into 57% Full Time, 38% Part Time, 1% Temporary, and 4% Contract. Highlights an 72% Physical, 1% Hybrid, and 27% Remote job distribution.

$125K/yr

Full-time

Posted 12 days ago


U.S. Department Of Defense rating

7.8

Company rating: 7.8 out of 10

Based on 538 frontline employees who took The Breakroom Quiz

28th of 49 rated military and defense


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 Chief Engineer in the Airborne Electronic Attack Systems Division (Code WXS) of the Naval Surface Warfare Center Crane Division.Qualifications:Your resume must 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 applying a wide range of systems engineering principles to design and develop electronic warfare systems. Examples of qualifying experience may include (1) working knowledge of Systems Engineering Technical Review (SETR) Requirements; (2) working knowledge of WXS Division project management policies; (3) working knowledge platform EW system design and development; (4) working knowledge of leading and executing Root Cause Analysis efforts; (5) an understanding of developing and tracking program and technical risks; (6) ability to mentor and support the development of engineers.
Additional qualification information can be found from the following Office of Personnel Management websites:
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.
Employment Type: OTHER

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