Math Coach (Certified Teacher)

Benton Harbor Area Schools; Benton Harbor (MI); On-site; USD 60,000 - 78,000; Full time

Job summary

Benton Harbor Area Schools is seeking a Math Coach (Certified Teacher) to lead high-quality, data-driven mathematics instruction. The role focuses on strategic interventions, small-group coaching, and supporting teachers with rigorous, standards-aligned lessons.

The Math Coach will analyze district math data, model effective practices, and provide job-embedded coaching while aligning with Michigan Academic Standards.

Qualifications

• Bachelor's Degree and valid Michigan teaching credential.
• Demonstrated ability to use data to inform instruction.
• Experience delivering mathematics instruction and coaching.

Responsibilities

• Collaborate with teachers to increase student achievement in mathematics.
• Align district mathematics curriculum and progress monitoring.
• Provide job-embedded coaching and professional development for staff.
• Lead data discussions and analyze assessments to inform instruction.
• Support targeted interventions and resources to improve math outcomes.

Skills

Data-driven instruction

Leadership

Collaboration

Communication

Differentiation

Education

Bachelor's Degree

Michigan Teaching Credential

Master's Degree (preferred)

Mathematics Endorsement (preferred)

Math Coaching experience (preferred)

Job description

BENTON HARBOR AREA SCHOOLS

Job Description

JOB TITLE:

Math Coach (Certified Teacher)

SUPERVISOR:

Director of Academics

LOCATION:

Central Administration

Job Summary

The Math Coach plays a key role in helping every student reach their full academic potential in mathematics. This role is designed to ensure students receive high-quality, data-driven mathematics instruction that meets their individual learning needs through strategic interventions, small group instruction, and instructional coaching.

At the heart of the Math Coach's work is a commitment to student achievement in mathematics. The coach works directly with students in small groups, using evidence-based instructional practices to strengthen mathematical understanding, close learning gaps, and accelerate student growth. By analyzing school-wide mathematics data, the coach identifies trends and collaborates with staff to develop instructional strategies that improve student outcomes.

To best support students, the Math Coach also collaborates closely with teachers and school leaders. This includes:

• Observing classroom instruction and providing constructive feedback to strengthen mathematics instructional practices that improve student achievement;
• Supporting teachers in designing rigorous, standards-aligned lessons and units that build a strong year-long mathematics foundation for students;
• Analyzing student data to refine curriculum, assessments, and instructional strategies that are responsive to student learning needs;
• Partnering with academic staff to implement research-based mathematics practices and interventions that benefit all learners.

The Math Coach takes a hands-on approach to improving mathematics outcomes by modeling lessons, co-planning with teacher teams, facilitating data discussions, and leading professional development designed to strengthen mathematics instruction across the district.

In addition, the Math Coach supports district and state mathematics initiatives, ensuring alignment with Michigan Academic Standards for Mathematics and district instructional priorities while maintaining a relentless focus on student achievement.

Minimum Qualifications

• Bachelor's Degree
• Valid and Current Michigan Teaching Credential

Preferred Qualifications

• Master's Degree in Education or related field
• Mathematics Endorsement
• Mathematics Specialist or Mathematics Coaching experience
• Successful classroom teaching experience with demonstrated student achievement

Job Functions And Responsibilities

• Works closely with teachers and administrators to strategically create and implement plans that increase student achievement in mathematics.
• Plays an integral role in the efforts to horizontally and vertically align mathematics curriculum and oversee mathematics progress monitoring throughout the district.
• Works collaboratively with school personnel to advise administrators and teachers on developing effective instructional strategies and intervention programs for students experiencing difficulty in mathematics.
• Collaborates with the district's Instructional Facilitator Team to plan and deliver pre-service summer professional development for new and returning staff members aligned to district mathematics initiatives and instructional priorities.
• Supports the development of high-quality, effective mathematics instruction in assigned schools by observing and coaching teachers to improve instructional planning, teaching practices, differentiation, and the use of assessment data and instructional technology.
• Works with various teams of administrators and teachers to facilitate analysis of data provided through diagnostics, benchmark assessments, common assessments, and formative assessments.
• Supports the implementation of research-based mathematics instructional practices that promote conceptual understanding, procedural fluency, mathematical reasoning, and problem-solving skills.
• Collaborates with Central Administration and school administrators to develop policies and instructional structures that strengthen mathematics instruction and provide appropriate interventions and supports for students.
• Models effective mathematics lessons, co-teaches with classroom teachers, and provides job-embedded coaching to strengthen instructional capacity.
• Assists teachers in selecting and implementing high-quality instructional resources aligned to district curriculum and the Michigan Academic Standards for Mathematics.
• Supports Professional Learning Communities (PLCs) by facilitating collaborative planning, lesson study, and data-driven instructional decision making.
• Continuously monitors, tracks, and analyzes student achievement data to identify instructional needs, monitor progress, and recommend targeted supports and strategies.
• Maintains current knowledge of mathematics research, instructional best practices, state initiatives, and educational trends to support continuous improvement.

Knowledge, Skills And Abilities

Commitment to Equity:

Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.

Leadership:

Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.

Focus on Data-Driven Results:

Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.

Innovative Problem-Solving:

Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.

Adaptability:

Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.

Teamwork:

Increases the effectiveness of surrounding teams through collaboration, constant learning, and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.

Communication and Customer Service Skills:

Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.

Terms Of Employment

This is a 190-day contract position.

Salary

Salary based on education and experience pursuant to the Benton Harbor Area School Board policies and collective bargaining agreement for any position that falls under collective bargaining.

Evaluation

The performance of this job will be evaluated by the Director of Academics.

Funding Source

If this position is funded using Title dollars, federal regulations do not allow a promise of employment beyond the current year of allocated funds. If this position is funded using state program dollars, the district is not obligated to fund the position beyond the current year's allocation. This position, at any time, may be dissolved based on funding availability and data collected from a comprehensive needs assessment.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the