CPM: Marketing Communications Manager

Job Type: Full-time, Remote

Description: More Math for More People. How would you develop marketing using that tagline? If this gets you thinking, then consider joining CPM Educational Program, a nonprofit curriculum and professional learning company, as a new Marketing Communications Manager. In this role, you’ll develop, guide, and maintain the kind of engaging marketing content that leaves secondary mathematics educators asking to learn more!

See Full Job Description – Marketing Communications Manager 

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Requirements

In this role, you will:

  • Create brand-aligned and inclusive marketing communications content that helps to bring more math for more people.
  • Develop and manage marketing collateral that speaks to educators who are passionate about all students engaging in mathematics.
  • Collaborate with colleagues, work on project teams, and build connections across the organization as you develop marketing content. 

In this role, you will bring:

  • A wealth of knowledge about marketing and a willingness to learn about the CPM audience.
  • A solid understanding of why marketing matters to an organization and to the audience they are serving.
  • A habit of using data to inform your decisions while staying true to your unique work style.

* Please include a work sample that showcases your ability to develop materials that connect with a particular audience.

Salary Description: $37.56 – $58.97/hr

Who we are

CPM Educational Program is a non-profit educational company that writes and self-publishes mathematics curriculum for middle through high school and professional learning for educators and administrators. We also support mathematics education research. We are committed to providing meaningful math content along with purposeful teacher support to empower all students to become mathematically confident in the world today.

CPM Educational Program is committed to being an open-minded, inclusive organization that embraces diversity and values underrepresented voices and experiences. CPM Educational Program is an equal opportunity employer.  We do not discriminate on the basis of race, religion, sex, gender, sexual identity, disability, or any other protected status.

CPM Educational Program knows that diversity generates better ideas, inspires creativity, and is essential to building a positive workplace. As an employer of choice we hire and retain the best employees by valuing differences, creating a collaborative work environment, and providing career development opportunities.

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Algebra Tiles Blue Icon

Algebra Tiles Session

  • Used throughout CPM middle and high school courses
  • Concrete, geometric representation of algebraic concepts.
  • Two-hour virtual session,
  •  Learn how students build their conceptual understanding of simplifying algebraic expressions
  • Solving equations using these tools.  
  • Determining perimeter,
  • Combining like terms,
  • Comparing expressions,
  • Solving equations
  • Use an area model to multiply polynomials,
  • Factor quadratics and other polynomials, and
  • Complete the square.
  • Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..

Foundations for Implementation

This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.

Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.

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Building on Instructional Practice Series

The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

Building on Equity

In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

Building on Assessment

In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

In Building on Discourse, participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.