School Math Instructional Coordinator & Coach

West Northfield School District 31; Northbrook (IL); On-site; USD 45,000 - 65,000; Part time

Job summary

West Northfield School District 31 seeks a Math Instructional Coordinator & Coach to lead K-8 math programming and provide job-embedded coaching to teachers. This role collaborates with the Director of Curriculum and Instruction, administrators, and teachers to ensure a coherent, standards-aligned math program that drives high levels of student learning.

The position emphasizes leadership in math programming and instructional coaching, using coaching cycles, data analysis, professional learning,

Job description

The Math Instructional Coordinator & Coach supports the implementation, refinement, and continuous improvement of District 31's K-8 mathematics program while providing job-embedded instructional coaching to teachers. The Coordinator & Coach works collaboratively with the Director of Curriculum and Instruction, administrators, teacher teams, and individual teachers to ensure a coherent, standards-aligned mathematics program that supports high levels of learning for all students. The position emphasizes two primary areas of responsibility: leadership of K-8 mathematics programming and instructional coaching. Through coaching cycles, collaborative planning, data analysis, professional learning, and curriculum support, the Math Coordinator & Coach strengthens mathematics instruction and builds teacher capacity to implement high-quality, evidence-based practices.

QUALIFICATIONS

Education/Licensure

• Master's degree in education leadership, curriculum and instruction, or related field
• Meets all current licensing requirements including endorsement(s) in the appropriate teaching areas, as determined by the Illinois State Board of Education

Experience

• At least 5+ years of successful teaching experience in math or related field
• Demonstrated knowledge of effective K-8 mathematics instruction
• Experience with instructional coaching, teacher leadership, or curriculum leadership preferred
• Experience analyzing student learning data and using evidence to inform instructional decisions

Knowledge & Skills

• Strong knowledge of mathematics standards, curriculum, instruction, and assessment
• Knowledge of evidence-based mathematics instructional practices
• Experience with curriculum implementation and continuous improvement
• Experience supporting collaborative teams and/or Professional Learning Communities
• Knowledge of standards-based learning and assessment practices
• Strong communication, collaboration, facilitation, and interpersonal skills
• Ability to establish trusting, growth-oriented relationships with teachers and teams
• Experience supporting the implementation of standards-based grading (SBG), including standards-aligned assessment practices, proficiency expectations, and the use of evidence of student learning to inform instruction and communicate progress.
• Successful teacher leadership that demonstrates professional qualities and strong interpersonal skills, including collaboration with classroom teachers
• Awareness of all District requirements, applicable laws, and Board of Education policies

PHYSICAL REQUIREMENTS

• Independent physical movement from one location to another
• Drive within the District between schools and outside the District to locations where business is being conducted

PHYSICAL ENVIRONMENT Typically, roles and responsibilities are performed inside.

ESSENTIAL FUNCTIONS

• Support the Director of Curriculum and Instruction in the implementation, refinement, and continuous improvement of the District’s K-8 mathematics program.
• Promote consistency and coherence in mathematics curriculum, instruction, and assessment across grade levels.
• Support implementation of District-adopted mathematics curricular resources and help teachers use resources effectively and intentionally.
• Facilitate the review and refinement of mathematics standards, learning targets, common assessments, proficiency expectations, and other instructional resources as appropriate.
• Analyze student learning and program implementation data to identify strengths, needs, and priorities for mathematics instruction.
• Support teams in using assessment data to determine instructional next steps, differentiation, intervention, and enrichment.
• Coordinate mathematics instructional materials, resources, and supplies in collaboration with the Director of Curriculum and Instruction.
• Support mathematics curriculum review and resource adoption processes as needed.
• Maintain awareness of current research and best practices in mathematics teaching and learning and apply relevant research to District programming.

Instructional Coaching

• Engage teachers in collaborative coaching cycles focused on improving mathematics instruction and student learning.
• Co-plan, model, co-teach, observe, and reflect with teachers around identified instructional goals.
• Support teachers in implementing high-leverage mathematics instructional practices
• Assist teachers in differentiating mathematics instruction to meet the needs of a range of learners
• Help teachers analyze student work and formative assessment evidence to determine instructional next steps.
• Support teachers with effective use of mathematics instructional tools, manipulatives, technology, and curricular resources.
• Build teacher capacity through a coaching approach that emphasizes reflection, collaboration, experimentation, and continuous improvement.
• Collaborate with grade-level and course teams to strengthen mathematics curriculum, instruction, assessment, and student learning.
• Facilitate mathematics-focused collaborative conversations around standards, student work, assessment results, instructional practices, and student needs.
• Support teams in identifying essential learning, determining evidence of student learning, responding when students need additional support, and extending learning for students who demonstrate proficiency.
• Partner with administrators, interventionists, special educators, multilingual staff, and other instructional staff to promote a coherent approach to mathematics instruction and support.
• Support collaborative teams in implementing standards-based grading practices, including developing and refining proficiency scales, aligning assessments to priority standards, and collaboratively analyzing evidence of student learning to ensure consistent grading practices.

Professional Learning

• Identify professional learning needs in mathematics through classroom observations, coaching work, teacher feedback, student learning evidence, and District priorities.
• Plan and facilitate targeted professional learning related to mathematics curriculum, pedagogy, assessment, differentiation, and high-leverage instructional practices.
• Provide follow-up coaching and implementation support so that professional learning translates into classroom practice.
• Share relevant research, resources, instructional strategies, and professional learning opportunities with teachers and administrators.

Professional Responsibilities

• Collaborate regularly with the Director of Curriculum and Instruction regarding mathematics programming, implementation progress, instructional needs, and professional learning priorities.
• Develop and maintain positive, trusting, and collaborative relationships with teachers, administrators, and other staff.
• Participate in meetings and committees directly related to mathematics programming and instructional improvement as appropriate to the scope of the position.
• Represent the District in mathematics-related articulation or professional meetings when appropriate.
• Maintain confidentiality and demonstrate professional and ethical conduct.
• Manage assigned projects, responsibilities, and timelines consistent with the part-time nature and priorities of the position.
• Perform other mathematics programming and instructional coaching responsibilities as assigned by the Director of Curriculum and Instruction.

ESSENTIAL FUNCTIONS – PER ILLINOIS PROFESSIONAL STANDARDS FOR SCHOOL LEADERS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed are representative of the knowledge, skill, ability, physical demands, and working conditions required of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

1. Facilitating a Vision of Learning / Student Performance

2. School Culture and Instructional Program

3. Management

4. Collaboration with Families and Community

5. Acting with Integrity, Fairness, and in an Ethical Manner

6. The Political, Social, Economic, Legal, and Cultural Context

CONDITIONS OF EMPLOYMENT

• Established by the District calendar, Board of Education policy, the Agreement between the Board of Education and WNTA and any memorandums of agreement or understanding agreed upon between the WNTA and Superintendent and school law pertaining to certified personnel.