Example Job Description
Coordinator of Mathematics
A leader who connects district mathematics curriculum implementation, instructional coaching, assessment inquiry, and coordination of mathematics pathways with trustworthy evidence, equitable opportunity, and accountable action.
Interview Planning Resource
Possible Interview Q&A: Coordinator of Mathematics
How to use this resource: Select questions that measure competencies established through the district’s current job analysis. Ask candidates the same predetermined questions under comparable conditions and evaluate responses against the same job-related criteria.
The indicators below describe evidence a strong response may contain; they are not required scripts or the only acceptable answers.
- Advanced mathematics placement differs by student group. How would you investigate?
Strong response indicators: Checks criteria, multiple measures, prerequisite access, schedules, referrals, student goals, and subsequent success; identifies barriers without equating placement with ability.
- Students improve procedural scores but struggle with reasoning. What would you do?
Strong response indicators: Reviews tasks and rubrics, student explanations, curriculum emphasis, and instruction; supports changes and monitors conceptual understanding alongside procedural fluency.
- How would you evaluate an adaptive mathematics platform?
Strong response indicators: Tests content accuracy, accessibility, subgroup behavior, teacher visibility, actual use, privacy, learning evidence, and total cost against a defined instructional need.
- A placement rule uses a single cutoff. What would you review?
Strong response indicators: Examines current requirements, validity, measurement error, opportunity effects, multiple evidence, review options, and outcomes with authorized decision makers.
- How would you make item analysis useful to teachers?
Strong response indicators: Checks administration and coverage, groups meaningful concepts, examines student work, proposes instructional responses, and revisits learning without teaching only test items.
- An AI tutor teaches an incorrect method. What would you do?
Strong response indicators: Verifies the error with mathematics specialists, corrects student guidance, evaluates product controls and scope, and requires teacher oversight and follow-up testing.
- The mathematics learning and placement dashboard disagrees with source records. How would you resolve this?
Strong response indicators: Checks populations, dates, definitions, refreshes, joins and corrections for mathematical reasoning, assessment, course access and instructional implementation; reconciles with accountable owners, documents fixes and adds preventive checks.
- What evidence would you require before recommending this mathematics pathway revision?
Strong response indicators: Defines educational need, baseline, access and implementation measures, alternatives, cost and capacity; uses appropriate comparisons and uncertainty and specifies a review or exit decision.
- How would you protect sensitive records while helping teams act on mathematical reasoning, assessment, course access and instructional implementation?
Strong response indicators: Defines purpose and authorized access, minimizes disclosure, protects small groups, uses approved systems and retention rules, and consults responsible privacy and legal owners.
- A vendor proposes AI to automate recommendations in this portfolio. How would you assess it?
Strong response indicators: Tests the proposed use against district mathematics curriculum implementation, instructional coaching, assessment inquiry, and coordination of mathematics pathways; reviews accuracy, subgroup errors, privacy, security, accessibility and cost, and preserves authorized human decisions and challenge procedures.
- How would you build staff capability to use mathematical reasoning, assessment, course access and instructional implementation well?
Strong response indicators: Uses authentic cases, verifies sources and denominators, explains missingness and uncertainty, coaches interpretation and checks whether evidence leads to useful changes in practice.
- What would your first 90 days as Coordinator of Mathematics include?
Strong response indicators: Listens to affected students, families, staff and partners; maps authority and obligations, validates mathematical reasoning, assessment, course access and instructional implementation, identifies urgent gaps and proposes a focused plan with owners and review dates.
Position Description
The Coordinator of Mathematics leads district mathematics curriculum implementation, instructional coaching, assessment inquiry, and coordination of mathematics pathways. The district or employing agency should define the final portfolio, delegated authority, and relationships with other program owners.
The position uses mathematical reasoning, student work, assessment, and course-access evidence to improve instruction; examines placement and prerequisite barriers while preserving rigorous learning and individual review.
Reports To
Illustrative reporting relationship: Director of Curriculum and Instruction or other designated administrator. Confirm the locally approved structure and delegated authority.
Required Education and Credentials
Required
- Illustrative district qualification for review: master's degree in mathematics education, curriculum and instruction, educational leadership, or a related field; confirm the local degree requirement and permitted equivalents.
- Hold a valid California Administrative Services Credential or other authorization appropriate to the actual assignment. District HR must verify current authorization and any additional credential requirements against the final duties.
- Complete district-required employment clearances and training in student privacy, nondiscrimination, accessibility, records, safety, and responsible use of technology.
Preferred
- Graduate coursework or sustained professional learning in applied statistics, program evaluation, improvement science, education data systems, or responsible AI for educational decision-making.
- Advanced preparation in mathematics education, curriculum and instruction, educational leadership, or a related field, inclusive leadership, family partnership, and coaching adults to use evidence effectively.
Required / Desired Experience
Required Experience
- Illustrative minimum for local review: three years of successful mathematics teaching, instructional coaching, assessment inquiry, and curriculum implementation; confirm experience thresholds and permitted equivalents.
- Experience supervising assigned staff, coordinating partners, managing resources, and implementing improvement across the assigned portfolio.
- Demonstrated use of mathematical reasoning, assessment, course access and instructional implementation to investigate needs, verify records, evaluate action, and explain findings and limitations.
Desired Experience
- Experience with California district or regional program requirements, implementation monitoring, and improvement with diverse communities.
- Experience with a mathematics learning and placement dashboard, approved spreadsheets and tools such as Excel, Google Sheets, Power BI, Tableau, or equivalents; applied data-science literacy sufficient to collaborate with analysts.
Essential Duties and Responsibilities
Mathematics Instruction and Coherence
- Coordinate coherent standards-aligned mathematics instruction, reasoning, problem solving, and accessible participation across assigned grades.
- Coach teachers using student work, classroom observation, formative assessment, and collaborative lesson inquiry.
- Connect mathematics supports, language development, special education, and grade transitions with responsible instructional teams.
Learning and Placement Evidence
- Validate assessment coverage, item and rubric interpretation, roster quality, accommodations, and comparability before drawing conclusions.
- Analyze conceptual understanding, progress, intervention delivery, course placement, persistence, and prerequisite access using multiple measures.
- Evaluate placement rules and instructional changes for subgroup opportunity, implementation, and sustained learning; avoid treating past placement as fixed ability.
Materials and Responsible Systems
- Support review of mathematics materials and assessments for content quality, accessibility, language demands, and implementation requirements.
- Coordinate current assessment, placement, records, and student-support obligations with authorized program owners.
- Review adaptive platforms and AI tutoring for mathematical accuracy, subgroup performance, accessibility, privacy, and teacher oversight.
Capacity and Improvement
- Coordinate assigned coaching, materials, budgets, and professional learning with verified instructional needs.
- Help teams interpret item evidence and uncertainty, test instructional responses, and assess whether students receive promised supports.
- Report learning and access findings, actions and limitations and perform related duties within the classification.
Required Skills and Abilities
Knowledge of
- Mathematics standards, learning progressions, conceptual reasoning, inclusive pedagogy, and teacher coaching.
- Assessment and item analysis, placement validity, growth, course access, intervention implementation, and selection bias.
- Applicable mathematics placement, assessment, accessibility, privacy, and student-support requirements.
- Assessment and learning platforms, course and scheduling records, approved dashboards, and responsible AI tutoring.
Ability to
- Translate priorities in district mathematics curriculum implementation, instructional coaching, assessment inquiry, and coordination of mathematics pathways into feasible plans, clear responsibilities and measurable follow-through.
- Validate mathematical reasoning, assessment, course access and instructional implementation using accurate sources, definitions, populations and denominators before making decisions.
- Evaluate implementation and outcomes, examine subgroup opportunity, and distinguish association from causation with qualified analytical support.
- Use approved modern systems and accessible visualizations; partner with data specialists on complex linkage, statistical methods or reproducible analysis.
- Protect confidential information, document consequential decisions, maintain professional judgment and escalate unresolved legal or policy questions.
- Lead staff and partnerships, communicate evidence and uncertainty clearly, and revise ineffective practices with affected communities.
Work Environment
- Work is performed in district offices, classrooms, school grounds, meeting rooms, and other professional settings, with remote participation as authorized.
- The position involves computer use, school visits, observation, facilitation, and detailed review of records, dashboards, assessments, reports, and communications.
- Work requires frequent coordination with school and district leaders, program specialists, students and families as appropriate, data and technology teams, fiscal and legal owners, and external partners.
- The employee encounters interruptions, competing priorities, sensitive student and personnel matters, and urgent concerns requiring calm, documented judgment.
- Workload may increase during planning and budget cycles, program transitions, monitoring and reporting reviews, public meetings, and urgent service concerns.
Other Requirements
- Successfully complete required criminal-record, fingerprint, and employment clearances.
- Complete a tuberculosis risk assessment and any examination required by applicable law or district policy.
- Maintain required credentials and complete district-assigned training in privacy, cybersecurity, accessibility, nondiscrimination, mandated reporting, and workplace safety.
- Protect confidential student and employee records; follow approved access, sharing, retention, incident-reporting, and records-request procedures.
- Travel between district offices, schools, professional-learning locations, and community meetings as assigned.
- Possess a valid California driver's license and maintain insurability when driving is an essential function; confirm the district's actual travel requirements.
- Occasionally work evenings, weekends, or extended hours for school events, public meetings, reporting deadlines, or urgent student and operational matters.
- Perform office and school-based activities involving sitting, standing, walking, communication, and computer use; confirm any role-specific lifting or other physical requirements through local job analysis.
- Perform the essential functions of the position with or without reasonable accommodation.