CPM: Teacher in Residence – Writer (Contractor)

Contract Details:

Location: Remote

Duration: 1 year

Compensation: Compensation will align with your current salary from your school district.

Project Overview: CPM EDUCATIONAL PROGRAM is seeking a skilled independent contractor to take on this contract-based opportunity that will perform tasks focused on the high school series of Core Connections 3rd Ed. Edit student-centered, problem-based lessons aligned with the Company’s philosophy and methodology, and reflecting research-backed practices. Provide feedback during brainstorming sessions and on written work. Collaborate with colleagues of the Company to incorporate research-based additions. Contribute to meetings and discussions. All deliverables should meet the Company’s quality and timeline expectations, as communicated in advance.

Apply now: https://recruiting.paylocity.com/recruiting/jobs/Details/3218909/Teacher-in-Residence—Writer-Contractor

Outcomes and Deliverables:

  1. Writer
    1. Writes lessons, homework problems, teacher support materials, and all other elements necessary for a complete CPM lesson.
    2. Writes assessment materials including assessment problems, sample assessments, and all other support materials for CPM courses.
    3. Writes any needed supplemental or supporting materials for CPM materials.
  2. Editor
    1. Reviews written material for clarity.
    2. Corrects grammar, punctuation, vocabulary, and mathematics.
    3. Reviews instructional content in terms of pedagogy and mathematical soundness.
    4. Ensures the materials align with the philosophy of the Company.
    5. Provides descriptive, effective, and actionable feedback on created material of others at the Company.
  3. General
    1. The Contractor has the autonomy to determine the methods and processes used to achieve the deliverables, as long as they meet the agreed-upon project goals and deadlines. 

Requirements

  • Bachelor’s degree in mathematics or experience teaching high school-level mathematics.
  • Ability to read, analyze, and interpret technical procedures or regulations.
  • Skilled in writing reports, correspondence, and manuals.
  • Effective at presenting information and responding to questions from diverse groups.
  • Strong collaboration and communication skills with colleagues.
  • Capable of following written and verbal project guidelines.
  • Adept at solving practical problems and interpreting various types of instructions.
  • Ability to perform basic mathematics for the position or curriculum they will edit or for the courses they will offer support for in workshops or classrooms.
  • Proficiency in Google Workspace, strong math and reasoning skills, effective communication, and ability to interpret instructions and solve problems. Valid driver’s license, proof of insurance, and a teaching certificate (if applicable).

Job Category: Curriculum Writer
Job Type: Contract Full Time
Job Location: Remote

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Statistics

JAVA

Calculus
Third Edition

Precalculus
Third Edition

Precalculus
Supplement

2.3.4

Defining Concavity

4.4.1

Characteristics of Polynomial Functions

5.2.6

Semi-Log Plots

5 Closure

Closure How Can I Apply It? Activity 3

9.3.1

Transition States

9.3.2

Future and Past States

10.3.1

The Parametrization of Functions, Conics, and Their Inverses

10.3.2

Vector-Valued Functions

11.1.5

Rate of Change of Polar Functions

Matemática
Integrada I

Matemática
Integrada II

Matemática
Integrada III

Integrated I

Integrated II

Integrated III

Core Connections en español, Álgebra

Core Connections en español, Geometría

Core Connections en español, Álgebra 2

Core Connections
Algebra

Core Connections Geometry

Core Connections
Algebra 2

Core Connections 1

Core Connections 2

Core Connections 3

Core Connections en español,
Curso 1
Core Connections en español,
Curso 2
Core Connections en español,
Curso 3

Inspiring Connections
Course 1

Inspiring Connections
Course 2

Inspiring Connections
Course 3

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Algebra Tiles Blue Icon
  • 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.