Program Supervisor – Secondary Mathematics

WASHINGTON MANAGEMENT SERVICE JOB ANNOUNCEMENT Program Supervisor, Secondary Mathematics $82,847 - $97,050 annually Closes August 25, 2026 The Washington State Office of Superintendent of Public Instruction (OSPI) seeks to fill a Program Supervisor, Secondary Mathematics position. This permanent full-time permanent position is based in Olympia, Washington. This position may be eligible for partial to near full-time telework. Telework is a combination of in-building and off-site days. During your training period you will be required to be in the office 3 days per week. After you’ve completed your initial training, you may have the option to work from home 2 days a week on a flexible telework schedule. While we’re happy to offer this balance of in-office connections and telework flexibility, this isn’t a fully remote position. We encourage interested candidates to visit the OSPI website to gain insight into our agency. About OSPI and our initiatives OSPI is the primary agency charged with overseeing public K–12 education in Washington state. Working with the state's 295 public school districts and 7 state-tribal education compact schools, OSPI allocates funding and provides tools, resources, and technical assistance so every student in Washington is provided a high-quality public education. At OSPI, we recognize that our employees are the key to the success of the agency. We are committed to our work but value the balance with our personal lives. We demonstrate our commitment to employees by providing an environment that stimulates professional growth and values them for their expertise. OSPI is a great place to work and has several initiatives to help create a great working environment, including: We support a healthy work/life balance by offering flexible/alternative work schedules and mobile and telework options. (Depending on job duties and work location.) We have an Infant at Work Program that is based on long-term values of newborns and infant-parent bonding. Eligible employees who are new parents or legal guardians can bring their infant (six weeks to six months) when returning to work. (Depending on job duties and work location.) We value and are actively involved in promoting diversity, equity and inclusion within OSPI by way of cross-divisional, collaborative committee. The focus of the committee includes employee engagement and education; reinforcing OSPI values; and maximizing the value of diversity and identifying strategies for inclusion. Vision, Mission, and Values Vision : All students prepared for post-secondary pathways, careers, and civic engagement. Mission : Transform K-12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators. We achieve this by developing equity-based policies and supports that empower educators, families, and communities. Values : Ensuring Equity, Collaboration and Service, Achieving Excellence through Continuous Improvement, Focus on the Whole Child Equity Each student, family, and community possesses strengths and cultural knowledge that benefits their peers, educators, and schools. Ensuring educational equity: Goes beyond equality; it requires education leaders to examine the ways current policies and practices result in disparate outcomes for our students of color, students living in poverty, students receiving special education and English Learner services, students who identify as LGBTQ+, and highly mobile student populations. Requires education leaders to develop an understanding of historical contexts; engage students, families, and community representatives as partners in decision-making; and actively dismantle systemic barriers, replacing them with policies and practices that ensure all students have access to the instruction and support they need to succeed in our schools. Position Overview The primary responsibility of the Program Supervisor, Secondary Mathematics is to provide leadership, guidance, technical assistance, professional and resource development for the state’s secondary education system for mathematics. This position is responsible for supporting the implementation of state-adopted learning standards for mathematics, which are part of Washington’s graduation requirements. This position resides in the Teaching, Learning, and School Improvement Division and is a member of the Secondary Education Content team. This position works closely with the Associate Director for Elementary Mathematics & Content Integration and serves as a liaison to Educational Service District Regional Math Coordinators and other community partners and organizations in the state and national mathematics landscape. This position also works closely with other divisions and agency partners in support of alignment with CTE equivalencies, content integration, and professional learning to support math instruction that supports all learners. This position supports the agency’s anti-racist objectives, actively engages in systems development alignment with OSPI’s strategic goals and legislative requirements, and delivers proactive guidance focused on breaking down and removing barriers to those we serve. Key Responsibilities Provides statewide leadership and support for secondary math aligned to the responsibilities as outlined in RCW and to the agency’s strategic goals and initiatives in the following ways: Program Leadership: Proactively identifies areas of improvement within systems and processes to support closing opportunity gaps, aligning with the agency’s antiracist objectives and meeting or exceeding compliance requirements. Maintains the highest standard of personal, professional, and ethical conduct; and supports the goals for diversity and inclusion. Provides leadership and implementation support of math initiatives to support access to learning for secondary math. Develops and leads statewide initiatives and professional development opportunities based on Local Education Agency and school needs to support implementation of math standards, effective instructional practices in math based on current research, instructional assessment including best practices for supporting students with disabilities, English learners, migrant, highly capable students, and students eligible for learning assistance. Provides instructional material guidance and professional learning that supports district adoption of bias-free standards-aligned curriculum and materials, increasing the confidence and capacity of schools, educators, families, and interest-holders to create culturally responsive learning experiences for students. Informs state level policies for legislative bills and procedures impacting math implementation; provides testimony and bill analysis for legislative bills as needed. Overall project planning and oversight for major bodies of work that identify key activities and projects, anticipated timelines, major administrative components (e.g. grants, contracts) and evaluation of program activities (including proviso or legislative reports). Serves as a content advisor and/or leader for math in system-wide education policy issues and in partnership with assessment staff for content related matters with partners such as Career and Technical Education (CTE), State Board of Education (SBE), and the Professional Educator Standards Board (PESB) and supports implementation of content-related guidance, policies, and assessment system and support. Provides leadership in support of agency direction for the third credit of math options. Maintains the highest standard of personal, professional, and ethical conduct; supports the goals for diversity and inclusion. Learning Standards: Executes the statewide development, revision, and implementation of revised learning standards for math, including partnerships with internal and external interest holders in collaboration with agency leadership for the learning standards revision project. Provides leadership for building statewide capacity for implementation of the revised math learning standards. Builds and delivers professional learning and technical assistance in support of the math learning standards. Supports models of instructional practice aligned to the learning standards and offers resources and guidance that ensure graduates are prepared for post-secondary success. Offers expertise in determining dual-credit and equivalency to math courses in the service of post-secondary success. Manages, develops and curates resources aligned to learning standards. Collaboration and Partnerships: Collaborates with Regional Math Coordinators from the nine Educational Service Districts and AESD leadership to plan and provide aligned support for schools and districts in secondary mathematics. Participates in committees which advise and direct programs with partner organizations that seek to support secondary mathematics learning (e.g. Fellows Advisory Committee, Bridge to College) under the direction and approval of agency leadership. Cultivates partnerships between both internal and external interest-holders to further the development of the K-12 education systems to enable continuous improvement and the fulfillment of state requirements. Collaborates with the OSPI Professional Certification, the Professional Educator Standards Board (PESB), and the State Board of Education (SBE) in support of state-level policies impacting math. Serves as agency liaison or representative with key content-specific national and state education associations and agencies, as well as specific departments within OSPI identified as key collaborations necessary to accomplish position expectations. Facilitates or participates in advisory committees and workgroups for program planning and oversight per legislative or agency directive. Organizes, facilitates and supports educator groups and workgroups as necessary in support of agency initiatives. Collaborates with internal partners across departments and divisions to develop and support cross-disciplinary integration work and resources. Maintains frequent and ongoing collaboration with members of the elementary and secondary education teams. Communication: Maintains, revises, and develops content web pages, resources and regular statewide communications. Provides timely responses to interest-holder email and executive correspondence requests. Completes legislative reports, proviso, bill analysis and annual work plan within established timelines. Demonstrates and promotes individual and group interpersonal skills including but not limited to listening for understanding, influencing, mediation, consensus building and collaboration. Strategically and effectively communicates with media by providing responses and/or talking points to frequently asked questions about mathematics education, issues and state regulations such as high school graduation requirements under the direction of supervisor and in collaboration with agency departments (e.g. governmental relations, communications, and division leadership). Assessment, Data Analysis & Reporting: Develops and supports implementation of content-related guidance and policies for content assessment. Uses OSPI data to inform policy and programmatic continuous improvement in service to Math educators and students. Supports assessments aligned to learning standards in alignment with legislative requirements. Diversity, equity, and inclusion must be embedded into the work and goals of each employee, both in what work is done and how. Required Qualifications: Bachelor’s degree in mathematics or education, educational administration or related area. A minimum of three (3) years of experience in math as a teacher in a secondary position (grades 6–12). A combination of education and related professional work experience may be considered year for year. <