Elementary Math Coach

Montgomery-Public-Schools; Elba (AL); On-site; USD 65,000 - 90,000; Full time

Job summary

Montgomery Public Schools seeks a building-based mathematics coach to raise K-5 math proficiency to grade level or higher by year’s end. The role emphasizes Tier 1 instruction, data-driven planning, and collaboration with principals and teachers to implement a district-wide math improvement plan.

Responsibilities include facilitating school-wide professional learning, modeling evidence-based instruction, mentoring teachers, using formative assessments, and coordinating family engagement in

Qualifications

• Valid Alabama professional certificate in early childhood education, elementary education, or special education.
• Minimum of five years’ experience as an early childhood, elementary, or special education teacher.
• Expertise in mathematics instruction and intervention, including dyscalculia interventions.
• Master’s degree or completion of recommended professional development by the Elementary Mathematics TaskForce.

Responsibilities

• Support instruction improvement with emphasis on Tier 1 to prevent student lag.
• Collaborate with principal and faculty to implement a strategic coaching plan for mathematics.
• Facilitate school-wide mathematics professional learning and coaching strategies.
• Model evidence-based mathematics instruction and intervention strategies.
• Mentor and coach teachers continuously.
• Assist teachers in using data to differentiate instruction and identify dyscalculia signs.
• Monitor K-5 student progress via benchmark formative assessments at least three times per year and adjust instruction accordingly.
• Focus solely as a mathematics coach for elementary grades.
• Collaborate with grade-level teams to use appropriate instructional materials and concrete materials.
• Develop rigorous tasks, lessons, and assessments aligned with standards; analyze student work and provide next-step feedback.
• Assist teachers in using formative assessments and identifying misconceptions and acceleration needs.
• Administer early numeracy screeners or diagnostics in Grades K-2; limit coaching to two hours per week.
• Administer fractional reasoning screeners or diagnostics for Grades 4-5; limit to two hours per week.
• Advocate for and coordinate family and community engagement in mathematics.
• Participate in regional visits and professional learning to meet goals.
• Engage in ongoing learning to grow mathematics knowledge.

Skills

Mathematics instruction

Intervention strategies

Early numeracy interventions

Dyscalculia interventions

Education

Master’s degree

ELEM/early childhood SPED cert development

Job description

MINIMUM QUALIFICATIONS:

AnANAbuilding-basedmathematicscoachshallhaveallthefollowingminimumqualifications:

a.HoldavalidAlabamaprofessionalcertificateinearlychildhoodeducation,elementaryeducation,orspecialeducation.

b.Haveaminimumoffive years’experienceasanearlychildhoodeducation,elementaryeducation,orspecialeducationteacher.

c.Demonstrate expertise, as attested by a current or former employing city or county superintendent of education, in mathematicsinstruction and intervention and early numeracy interventions, including dyscalculia interventions.

d.Holdamaster’sdegreeorhavecompletedprofessionaldevelopmentrecommendedbythe ElementaryMathematicsTaskForce or both.

DUTIES AND RESPONSIBILITIES:

To ensure all students are proficient on or above grade-level mathematics by the end of fifth grade, the duties and responsibilities of the building-based mathematics coach outlined in the ANA will include the following:

a.SupportingtheimprovementofinstructionwithanemphasisonTier1instructiontoensurestudentsdonotfallbehind.

b.Collaboratingwiththeschoolprincipalandfacultytoestablishandimplementastrategicplanforcoachingandmathematics instruction to improve student achievement in mathematics.

c.Facilitatingschoolwidemathematicsprofessionallearning,includingjob-embeddedassistanceusingcoachingstrategies,including joint preplanning, modeling lessons, co-teaching lessons, targeted observation to collect data and debriefing.

d.Modelingevidence-basedmathematicsinstructionalandinterventionstrategiesforteachers.

e.Mentoringandcoachingteacherscontinuously.

f.Assisting teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities.

g.MonitoringtheprogressofK-5studentsinmathematicsthroughbenchmarkformativeassessmentsatleastthreetimesperyearand making recommendations for modifying instruction based on the individual needs of students and trends in student data.

h.Focusingsolelyasamathematicscoachforschoolswithelementarygradestudents.

i.Collaborating with teachers and grade-level teams of teachers to foster the use of appropriate instructional materials, including concrete materials, necessary to ensure that students understand mathematical concepts.

j.Collaborating with grade-level teams to develop rigorous tasks, lessons, and assessments aligned with grade-level mathematics content standards; to facilitate the analysis of student work samples and assessment data; and to workinpartnership with teachers to provide real-time feedback and make next-step instructional decisions based on the student evidence.

k.Assisting teachers in using formative assessments and analyzing student work to identify students with misconceptions, students exhibiting characteristics of dyscalculia, and students needing acceleration.

l.Assisting teachers in administering earlynumeracyscreeners or diagnostic assessments, orboth, in Grades K-2.The assistance of a mathematics coach may not exceed two hours per week.

m.Assisting teachers with administering fractional reasoning screeners or diagnostic assessments, or both, for students inGrades 4 and 5, subject to legislative appropriation. The assistance of a mathematics coach may not exceed two hours per week.

n.Advocating, planning, and coordinating opportunities, in conjunction with the principal, for school-based family and community engagement in mathematics.

o.Participating actively and cooperatively in any OMI regional coordinator and AMSTI regional mathematics specialist visits and professional learning to meet agreed-upon personal outcomes and all school, district, and state-established mathematics goals.

p.Engaginginongoinglearningopportunitiestogrowinknowledge,skills,andexpertiseinmathematics.

q.Facilitating the use of assessment data in all tiers of mathematics instruction to assist in making decisions that will movestudents to higher levels of performance in mathematics.

r.Planning or facilitating, or both, professional learning opportunities that will assist teachers in targeting student deficits; facilitate professional conversations; foster student engagement; assess student learning; reflect on professional practice; and identify next learning steps to achieve state, district, and school goals in mathematics.

s.Recordingjobdutiesandtimespentwithteachersonastate-specifiedelectronicplatform.

t.Supporting teachers in the authentic integration of computer science and computational thinking concepts within the mathematics classroom.