UChicago STEM Education is a center devoted to research and development that resides within the Physical Sciences Division (PSD) of the University of Chicago. UChicago STEM Education continues the University of Chicago's long-standing commitment to improving precollege education and aims to support high quality instruction and learning for all students. Through the sharing of knowledge and the creation of useful products and programs, UChicago STEM Education seeks to make a positive difference for instruction throughout the nation.
UChicago STEM Education's work comprises Tool Development and School Support Services. Separately, each of these components is a necessary part of improving mathematics and science education. Within UChicago STEM Education, they inform one another and constitute a rigorous, comprehensive approach to supporting high quality education.
Job Summary
The job uses best practices and provides knowledge to the development of programs for primary and secondary schools. Designs and implements programs and materials that contribute to school development and/or professional development of principals, teachers, and other school leaders.
Responsibilities
Work with individual schools, small groups of schools, and small to medium sized school districts that are implementing Everyday Mathematics (EM), or utilizing other tools and resources that promote high quality mathematics teaching and learning.
Work primarily with school-level leaders; helping them plan and carry out coherent programs of teacher development in to support of the implementation of high quality teaching and learning.
Identify and communicate to local leaders, key features and principles of mathematics teaching and learning, common pitfalls in its implementation, and solutions to common problems.
Develop local leaders to provide staff development experiences for the teachers in their buildings, including preparing them to chair grade-level meetings, coach and mentor individual teachers, support reluctant teachers, conduct school-level workshops that focus on increasing teachers' mathematical content knowledge and pedagogical understanding, and design and carry out programs of parent education.
Write and deliver professional development for a wide variety of school districts and grade levels. The majority of professional development will focus on the implementation of Everyday Mathematics, but opportunities will also arise to provide professional development on more general topics related to high quality teaching and learning.
Develops programs for primary and secondary school education. Requires a deep understanding of the field of primary and secondary school education.
Conducts research and development of curriculum, models, and best practices in the field of education. Works with school leadership teams to support school planning processes including needs assessments, goal setting, strategic planning, and determining strategies for curriculum selection and professional development. May lead the implementation of professional development workshops and individualized coaching efforts for principals, teachers, and other school staff.
Performs other related work as needed.
Minimum Qualifications
Education:
Minimum requirements include a college or university degree in related field.
--- Work Experience:
Minimum requirements include knowledge and skills developed through 5-7 years of work experience in a related job discipline.
--- Certifications:
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Preferred Qualifications
Education:
Master's degree in math, teaching, education, or a related field.
Doctorate (Ed.D. or Ph.D.) in primary or secondary education or a related field.
Experience:
Experience with using a variety of techniques for teacher education, including case studies, professional readings, mentoring, coaching, lesson study, teaching model lessons and teacher study groups.
Experience with implementation of Everyday Mathematics.
Technical Skills or Knowledge:
Advanced knowledge of instructional methodologies.
Advanced knowledge of professional development strategies, including coaching.
Ability to develop programs, curricula, lesson plans and assessment tools.
Ability to use assessment data to make decisions to improve instruction and professional development
Presentation skills.
Preferred Competencies
Fluency in Spanish.
Understand the principles of adult learning.
Writing ability, including the ability to design and draft materials that district leaders can use to conduct workshops and otherwise support EM implementation.
Working Conditions
Ability to work independently and as part of a team.
Ability to work on multiple projects simultaneously, set priorities, and meet deadlines.
Ability to manage stressful situations.
Interpersonal skills.
Application Documents
Resume (required)
Cover Letter (required)
When applying, the document(s) MUSTbe uploaded via the My Experience page, in the section titled Application Documents of the application.
Job Family
Academic Affairs
Role Impact
Individual Contributor
FLSA Status
Exempt
Pay Frequency
Monthly
Scheduled Weekly Hours
37.5
Benefits Eligible
Yes
Drug Test Required
No
Health Screen Required
No
Motor Vehicle Record Inquiry Required
No
Posting Statement
The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender, gender identity, national or ethnic origin, age, status as an individual with a disability, military or veteran status, genetic information, or other protected classes under the law. For additional information please see the University's Notice of Nondiscrimination.
Staff Job seekers in need of a reasonable accommodation to complete the application process should call 773-702-5800 or submit a request via Applicant Inquiry Form.
We seek a diverse pool of applicants who wish to join an academic community that places the highest value on rigorous inquiry and encourages a diversity of perspectives, experiences, groups of individuals, and ideas to inform and stimulate intellectual challenge, engagement, and exchange.
All offers of employment are contingent upon a background check that includes a review of conviction history. A conviction does not automatically preclude University employment. Rather, the University considers conviction information on a case-by-case basis and assesses the nature of the offense, the circumstances surrounding it, the proximity in time of the conviction, and its relevance to the position.
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