Friendship Public Charter School is seeking a dynamic and visionary Director of Mathematics for Grades 6–12. This leader will drive excellence in math instruction across middle and high school campuses by ensuring coherence between grade-level standards, fostering vertical alignment, and accelerating student access to high school-level math pathways. The Director will work collaboratively with campus leaders, teachers, instructional specialists, and data teams to build a rigorous and inclusive 6–12 math program that prepares all students for college-level mathematics and STEM opportunities.

Curriculum Implementation & Vertical Alignment

• Ensure consistent and high-quality implementation of core math curricula in grades 6–12, including Eureka Math² in middle grades and aligned Algebra 1, Geometry, Algebra 2, and Pre-Calculus courses in high school.
• Lead efforts to align instruction, pacing, and assessments across grades to ensure a seamless progression from middle school concepts to high school standards.
• Support schools in identifying and preparing students ready for accelerated math coursework in middle school (e.g., Grade 8 Algebra 1) and build systems to ensure success and retention.
• Ensure alignment between high school math courses and college- and career-readiness assessments, such as the PSAT and SAT Math, to maximize student performance and scholarship opportunities.

Instructional Leadership & Coaching

• Provide leadership in research-based instructional practices aligned with the Science of Math, emphasizing conceptual understanding, procedural fluency, and application.
• Coach math instructional specialists and teachers through observation, feedback cycles, lesson modeling, and co-planning focused on high-impact math strategies and discourse routines.
• Champion the use of math talk, problem-solving strategies, manipulatives, and visual models in both middle and high school settings.
• Dotted line supervision of all site-based math instructional specialists.

Assessment & Data-Informed Instruction

• Lead the development and analysis of common formative and summative assessments (e.g., IXL, MAP, DC CAPE, unit tasks) to monitor progress and inform instruction.
• Guide data meetings that equip teachers with actionable insights to support student growth and address learning gaps.
• Use student performance data to refine course placement decisions, especially for accelerated and credit-bearing courses in middle grades.
• Support alignment of curriculum and instruction with PSAT and SAT math domains, ensuring students are equipped with the problem-solving, algebraic reasoning, and data analysis skills assessed on college entrance exams.

Program Innovation & Student Acceleration

• Partner with campus leaders to expand access to advanced math courses, dual enrollment, and enrichment opportunities for high-achieving students.
• Develop intervention and support structures for students struggling with algebraic reasoning and abstract concepts critical for high school success.
• Promote innovative practices and digital tools that enhance conceptual understanding and engagement in math.

Professional Development

• Design and facilitate differentiated professional development on 6–12 math content, instructional strategies, and curriculum implementation.
• Support new teachers, math leads, and instructional coaches in deepening content knowledge and instructional effectiveness.

Equity & Excellence

• Champion equitable access to grade-level and advanced math courses for all students, including English learners and students with disabilities.
• Monitor subgroup performance and implement strategies to close opportunity and achievement gaps.
• Cultivate a culture of high expectations, growth mindset, and mathematical confidence across all grade levels.

Family & Community Engagement

• Support campuses in hosting math nights, student showcases, and family workshops that help caregivers understand the math curriculum and support learning at home.
• Communicate the vision for 6–12 math instruction clearly and consistently to stakeholders.

• Experience in the role is preferred
• Bachelor’s degree in Mathematics, Mathematics Education, or a closely related field; Master’s degree preferred.
• Proven results in delivering high levels of math achievement.
• A minimum of 7 years of teaching experience in mathematics, with some experience in a leadership or mentoring role required.
• Knowledge of current mathematics educational trends, curriculum standards, and effective assessment practices.
• Demonstrated ability to work collaboratively with teachers, administrators, and other educational stakeholders.
• Strong organizational, communication, and interpersonal skills.
• Ability to analyze data and use it to make informed decisions regarding instructional practices and interventions.

FPCS’s policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws. This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment. Employment decisions at FPCS are based solely upon relevant criteria, including an individual’s capabilities, qualifications, training, experience and suitability.