CPM: Secondary Mathematics Education Research Faculty

Job Type: Full-time

Salary: $27.96-$39.26 DOE

Apply Now: https://recruiting.paylocity.com/Recruiting/Jobs/Details/1651519


This position offers opportunities to provide intellectual leadership for the research components of CPM. We seek a colleague who is knowledgeable about mathematics as a conceptual domain, has demonstrated expertise in their area of mathematics education research, has developed accomplished classroom instructional practices, can support our employees and clients in learning from research (particularly on issues related to equity), is committed to anti-racist practices, and can forge relationships with schools to serve research purposes. The successful applicant will also have a passion for investigating mathematics teachers’ development of effective practices, with attention to the engagement of socially, culturally, racially, and economically diverse students, working with both research and practice (e.g., teachers, professional learning specialists, and curriculum writers) faculty in the area of mathematical thinking, learning, and teaching.

All research faculty members contribute to the department’s reputation as a place where high standards of theory, research, and practice are the norm. Due to the small size of our organization and research department, we have the opportunity to think critically about how our research influences the in-service teachers with whom CPM works, and ultimately the learning of their students. Department faculty members can collaborate with schools that have adopted CPM. CPM schools provide diverse settings for educational research.

See full job description – Secondary Mathematics Education Research Faculty 

What you’ll do:

  • Maintain a strong equity focus in research
  • Collect, clean, manage, and analyze human subjects data 
  • Support CPM’s research grants program
  • Support CPM’s Teacher Research Corps
  • Present & publish research findings for both academic and practitioner audiences
  • Quantitatively analyze CPM’s effectiveness
  • Qualitatively analyze teaching and learning in CPM classrooms

What you bring:

  • An earned doctorate in mathematics education or a related field 
  • Ability and willingness to engage in tough, equity-focused conversations  
  • A demonstrated commitment to equity in mathematics and teacher education
  • The promise of an meaningful research agenda
  • Ability to design and execute quantitative analyses of large datasets 
  • Ability to write technical reports, business correspondence, and procedure manuals 
  • Ability to effectively present information and respond to questions from academics and practitioners 
  • Proficiency with quantitative and qualitative analysis software

Applications will be reviewed as they are submitted and will continue until the position is filled. Applicants should submit a letter of interest, their vita, a DEI statement, a teaching and research statement (to show practical expertise in mathematics education), the names and contact information of three references with at least one letter of recommendation, and an academic writing sample. The committee will request letters of recommendation and additional writing samples from a small group of finalists.

Prospective applicants are encouraged to visit the CPM Educational Program website at https://cpm.org/. Inquiries about the search should be directed to the search committee chair, Lara Jasien, larajasien@cpm.org

Accommodations for medical and religious exemptions can be requested by emailing employment@cpm.org.  

Apply for this position

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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.