SY 2026-2027 Title I - Grades 3 - 5 Math Coach

Edgecombe County Public Schools; Tarboro (NC); Sur place; USD 55 000 - 75 000; Plein temps

Résumé du poste

Edgecombe County Public Schools in Tarboro, North Carolina is hiring a Title I Grades 3–5 Math Coach to provide instructional leadership, coaching, and professional development to strengthen mathematics instruction and student achievement across the district. The role emphasizes NC standards, evidence-based practices, and collaboration with administrators, teachers, and district personnel.

It supports Title I initiatives, professional learning communities, and data analysis to guide

Qualifications

• Bachelor's degree or higher from a regionally accredited institution.
• Valid North Carolina Professional Educator License in Elementary Education or related instructional area.
• Minimum of five years of successful teaching experience, preferably grades 3–5.
• Knowledge of NC Standard Course of Study for Mathematics.
• Experience analyzing assessment data and using results to guide instruction.
• Experience facilitating professional development or coaching.

Responsabilités

• Provide instructional coaching and modeling for grades 3–5.
• Facilitate data-driven instructional conversations to improve math achievement.
• Lead professional development and collaborative planning sessions.
• Support district-wide math improvement initiatives and Title I initiatives.
• Travel between schools as needed and participate in after-school PD.

Connaissances

Teaching experience

Mathematics knowledge

Data-driven instruction

Collaboration

Formation

Bachelor's degree or higher

Description du poste

SY 2026-2027 Title I - Grades 3 - 5 Math Coach

Edgecombe County Public Schools District-Wide - Tarboro, North Carolina Open in Google Maps

Job Details

Job ID: 5975371
Application Deadline: Posted until filled
Posted: Oct 28, 2026 4:00 AM (UTC)
Starting Date: Immediately

Job Description

EDGECOMBE COUNTY PUBLIC SCHOOLS

This position is supported by federal grant funding and is approved for one fiscal year at a time. Continued employment is contingent upon annual grant renewal, availability of federal funds, programmatic needs, and employee performance. No expectation of continued employment beyond the current grant period is implied or guaranteed. If grant fuding is reduced, expires, or is not renewed, the position may be discontinued.

JOB DESCRIPTION

POSITION

Title I Grades 3–5 Math Coach

REPORTS TO

Director of Elementary Education

SUMMARY

The Title I Grades 3–5 Math Coach provides instructional leadership, coaching, and professional development to support high-quality mathematics instruction and improved student achievement in grades 3–5 across Edgecombe County Public Schools. The Math Coach collaborates with school administrators, teachers, instructional leaders, and district personnel to strengthen the implementation of the North Carolina Standard Course of Study for Mathematics and evidence-based mathematics instructional practices.

The Math Coach supports teachers through instructional coaching cycles, classroom modeling, collaborative planning, professional learning communities, and analysis of student achievement data. The position emphasizes conceptual understanding, procedural fluency, mathematical reasoning, problem-solving, and the use of effective instructional strategies that promote student engagement and mathematical proficiency.

The Math Coach supports the implementation of Title I instructional initiatives and district mathematics priorities to ensure that all students have access to rigorous, effective, and equitable mathematics instruction.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Essential duties and responsibilities include, but are not limited to, the following:

Planning and Preparation

• Collaborate with district and school leadership to establish measurable mathematics improvement goals aligned with district priorities, school improvement plans, and Title I program objectives.
• Support teachers in developing standards-aligned mathematics lessons, instructional units, and assessments based on the North Carolina Standard Course of Study for Mathematics.
• Assist teachers with planning instruction that strengthens number sense, operations, fractions, measurement, geometry, and mathematical problem-solving.
• Support teachers in developing lessons that promote conceptual understanding, procedural fluency, and mathematical reasoning.
• Collaborate with teachers to design differentiated mathematics instruction that addresses varying levels of student understanding.
• Assist teachers in developing targeted intervention and enrichment plans based on student performance data.
• Support vertical alignment of mathematics instruction across grades 3–5 and connections to mathematical foundations established in earlier grades.
• Assist teachers in selecting and effectively using mathematical manipulatives, visual representations, instructional resources, and technology.
• Support teachers in designing assessments that measure student understanding, mathematical reasoning, and mastery of grade-level standards.

Classroom Environment

• Support teachers in creating mathematics-rich classroom environments that promote problem-solving, mathematical discourse, collaboration, and student engagement.
• Model instructional practices that encourage students to explain their mathematical thinking, justify solutions, and evaluate multiple problem-solving strategies.
• Assist teachers in establishing classroom routines that promote productive mathematical discussions and active student participation.
• Promote a growth mindset in mathematics by supporting instructional practices that encourage perseverance, confidence, and willingness to engage in challenging mathematical tasks.
• Support inclusive mathematics learning environments that address the academic, linguistic, and developmental needs of all learners.
• Assist teachers in establishing high expectations for mathematical reasoning, accuracy, and student achievement.

Instruction

• Provide ongoing, job-embedded instructional coaching to teachers in grades 3–5 through classroom observations, co-planning, modeling, co-teaching, and reflective feedback.
• Facilitate coaching cycles focused on strengthening mathematics instruction and improving student learning outcomes.
• Model evidence-based mathematics instructional strategies that promote conceptual understanding, procedural fluency, mathematical reasoning, and problem-solving.
• Support teachers in implementing effective instructional approaches, including the use of concrete models, visual representations, mathematical discourse, and real-world applications.
• Assist teachers in developing and implementing effective small-group mathematics instruction and targeted intervention strategies.
• Support teachers in using diagnostic, formative, benchmark, and summative assessment data to identify student strengths and areas of need.
• Assist teachers in analyzing End-of-Grade (EOG) mathematics assessment results and other relevant performance measures to guide instructional decisions.
• Collaborate with teachers to identify mathematical misconceptions and develop instructional strategies that address gaps in student understanding.
• Support teachers in differentiating mathematics instruction for multilingual learners, students with disabilities, academically gifted students, and students requiring additional academic support.
• Facilitate data-driven instructional conversations that result in measurable improvements in mathematics instruction.
• Assist teachers in developing questioning strategies that promote higher-order thinking, mathematical reasoning, and student explanation of mathematical concepts.
• Monitor the effectiveness of instructional strategies and support teachers in making necessary adjustments to improve mathematics achievement.

PROFESSIONAL AND SUPERVISORY RESPONSIBILITIES

• Collaborate with the Director of Elementary Education, school administrators, and other district instructional leaders to support districtwide mathematics improvement efforts.
• Plan, coordinate, and facilitate professional development focused on evidence-based mathematics instruction, mathematical reasoning, assessment practices, and instructional improvement.
• Support professional learning communities by facilitating collaborative planning, examination of student work, and analysis of student achievement data.
• Build teacher capacity through individualized coaching, professional reflection, and ongoing instructional support.
• Maintain coaching documentation, including coaching goals, instructional support provided, and evidence of progress toward identified instructional outcomes.
• Participate in district mathematics meetings, instructional leadership meetings, and professional learning opportunities.
• Collaborate with school leadership to identify instructional trends and recommend professional development or instructional support.
• Assist in monitoring the implementation and effectiveness of Title I-funded mathematics initiatives and instructional resources.
• Provide regular updates to district leadership regarding coaching activities, instructional trends, and progress toward mathematics improvement goals.
• Maintain confidentiality and establish positive, professional relationships with teachers and school administrators.
• Provide non-evaluative instructional feedback designed to strengthen teacher effectiveness and student outcomes.
• Remain current on mathematics education research, state instructional standards, and evidence-based instructional coaching practices.
• Perform other related duties as assigned.

QUALIFICATIONS

• Bachelor's degree or higher from a regionally accredited college or university.
• Hold or be eligible to hold a valid North Carolina Professional Educator's License in Elementary Education or a related instructional area.
• Minimum of five (5) years of successful teaching experience, preferably including grades 3–5.
• Demonstrated knowledge of the North Carolina Standard Course of Study for Mathematics.
• Demonstrated knowledge of evidence-based mathematics instruction, including conceptual understanding, procedural fluency, mathematical reasoning, and problem-solving.
• Evidence of successful instructional practices and positive student academic growth.
• Experience analyzing student assessment data and using results to guide instructional planning.
• Experience facilitating professional development, collaborative planning, or instructional coaching.
• Strong communication, collaboration, organizational, and problem-solving skills.
• Ability to establish and maintain effective professional relationships with teachers, administrators, and district personnel.
• Knowledge of instructional technology and its effective integration into mathematics instruction.

Preferred Qualifications

• Master's degree in Elementary Education, Mathematics Education, Curriculum and Instruction, or Educational Leadership.
• Additional mathematics-related licensure, certification, or specialized professional training.
• Experience serving as a mathematics coach, instructional coach, teacher leader, or professional development facilitator.
• Experience supporting Title I schools and students with diverse academic needs.
• Demonstrated success in improving mathematics achievement and supporting teacher instructional growth.

HOURS

• Full-time, twelve (12) month position.
• Compensation based on the applicable North Carolina teacher salary schedule, with an additional ten percent (10%) teacher salary supplement paid monthly.
• Regular work schedule established by Edgecombe County Public Schools.
• Position requires travel between assigned schools and district locations as necessary.
• Before-school, after-school, and summer professional development commitments as necessary.
• Participation in district planning, professional development, and instructional improvement activities throughout the twelve-month employment period.

Position Type: Permanent Full-Time
Job Categories:

Classroom Teacher > Elementary

Classroom Teacher > Math: General

Job Requirements

• Bachelor degree preferred.
• Citizenship, residency or work visa required

Contact Information

• Dr. Donisha Barnes , Chief Human Resource Officer
• Central Office
• Email: [e-mail]