Elementary Math Specialist - Internal Applicants Only

Please note that this posting closes at 3:00 pm on the date listed above.

This posting is for internal applicants only. The contract for this position begins on 8/3/2026, but a portion of the additional days may be required prior to that date, but after 7/1/2026. If you have questions regarding this position please contact Christine Drummond at [email protected].

To perform this job successfully, an individual must be able to perform each essential function satisfactorily, with or without reasonable accommodations. The requirements listed below are representative of the knowledge, skills, training, education, responsibilities, abilities; the machines, tools and equipment used; background; and any licenses or certifications required. Physical, punctual, reliable, and predictable regular attendance is an essential job function.

Job Summary

Under the direction of the Curriculum Department Director and in collaboration with other math specialists, this educator is responsible for providing sustained support to Granite District elementary teachers through a continuum of content coaching and professional learning opportunities. The Elementary Math Specialist will work with the Associate Director of Elementary Core Learning to provide professional learning experiences in curriculum, instructional strategies, differentiation, and assessment for math content in multiple modalities for Granite educators. They will focus on promoting the implementation of the Math Utah Core Standards with research-based practices using district-adopted tools.

Essential Functions

• Professional Learning & Capacity Building
  • Design, plan, and lead high-quality professional learning in mathematics by using research, data, and professional resources to build teacher capacity through ongoing, collaborative adult learning experiences.
  • Provide professional learning experiences in curriculum, instructional strategies, differentiation, and assessment for math content in multiple modalities based on K-5 grade levels.
  • Provide after school professional learning opportunities for teachers and support schools with Family Engagement Nights, STEAM Nights, etc.
  • Maintain professional competence and growth through ongoing training and learning provided by the school district, state, and other self-selected professional learning activities.
  • Adult Learning Alignment: Integrate evidence-based adult learning methodologies and contemporary instructional design principles to maximize the impact of district professional development.
• Instructional Coaching & Classroom Support
  • Support teachers and school leaders through requested content coaching.
  • Demonstrate/model effective math teaching practices.
• Curriculum Development & Resource Management
  • Develop elementary math curriculum resources.
  • Collaborate with specialists to design and support content integration.
  • Support proficiency-based learning within math content.
  • Select, evaluate, and requisition curriculum materials and instructional resources, maintain required inventory records, and participate in the Request for Proposal (RFP) process.
• Data Analysis & Assessment
  • Analyze and apply data from approved district assessment tools to inform decision-making.
  • Support standardized assessments in accordance with state and district testing procedures.
• District Initiatives & Professional Collaboration
  • Partner with other district departments, external organizations, and the Utah State Board of Education (USBE) to support shared goals and initiatives.
  • Write and support grants for professional learning.
  • Participate in staff, interdepartmental, content-area, and supervisory meetings.
  • Participate in committees and task forces.
  • Participate in professional organizations.
  • Support district-wide programs and initiatives.
• Professionalism, Safety & Compliance
  • Maintain consistent attendance, physical presence, and timeliness.
  • Provide and maintain a safe and supportive environment in the workplace.
  • Model professional and ethical standards when communicating with students, parents, colleagues, and members of the community.
  • Understand and adhere to laws, district policies, and procedures.
  • Maintain effective working relationships with students, parents, school staff, district staff, and members of the community.
  • Demonstrate professional ethics as outlined by the Utah Professional Practices Advisory Commission.

Non-Essential Functions

• Other duties as assigned.

Required Knowledge and Skills

• Communication: Possess strong oral and written communication skills.
• Technology & AI Literacy: Possess strong computer, educational technology, and AI literacy skills to support mathematics teaching, learning, and instructional decision-making.
• Autonomy: Work independently with little direct supervision.
• Collaboration: Work effectively as part of a team.
• Professional Efficiency: Demonstrate accountability and self-motivation while displaying effective multi-tasking and time management skills.

Required Education, Training, and Qualifications

• Requires one of the following:
  • A current Professional Educator License issued by the USBE in a relevant license area (Elementary Education).
  • A current equivalent professional educator license from another state or country; individuals hired under this provision must obtain a Utah Professional Educator License by the end of their first school year of employment with the District.
• A current Elementary Mathematics Endorsement, or willingness to obtain an elementary math endorsement within two (2) years of hire.
• An Instructional Coaching Endorsement is preferred.
• A Master's Degree from a regionally accredited college or university is preferred.

Required Prior Experience

• Minimum five (5) years of successful classroom teaching experience.

Assigned Decision Making

• Professional Learning Design: Authorized to select appropriate modalities, materials, and delivery styles for school-level math professional development based on diagnostic data and school leader requests.

Non-Supervisory Interaction

• Collaborates regularly with elementary classroom teachers, school-level instructional coaches, and building principals to align math instructional standards. Coordinates with other district departments, external regional teams, and USBE math specialists to advance state-wide and district-wide numeracy goals.

Supervisory Responsibility

• Provides professional mentoring, classroom modeling, and actionable feedback to certified teachers and professional cohorts; does not hold formal evaluation, hiring, or disciplinary authority.

Budget Responsibility

• Recommends math curriculum materials and digital resource purchases during the Request for Proposal (RFP) process. Tracks compliance and resource use for professional learning grants, but does not possess independent signature authority over department general funds.

Working Environment

• Tasks may involve extended periods of time at a keyboard or workstation.

Physical Requirements

• Communication: Regularly required to speak and/or hear.
• Mobility: Frequently required to stand, walk, reach with hands and arms, and stoop, kneel, or crouch. Occasionally required to use hands to finger, handle, feel, climb, or balance.
• Vision: Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, and depth perception.
• Lifting: Must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.