Coach Numeracy (2025-2026)

Metropolitan Nashville Public Schools•Nashville, TN

1d•Onsite

About The Position

At the direction of the principal and in collaboration with the Department of Curriculum and Instruction, the Numeracy Coach builds teachers' capacity in math by facilitating job-embedded teacher development and conducting coaching cycles. In collaboration with administrators, teachers and central office staff, the Numeracy Coach supports the goal of building teacher capacity to meet system-wide and local school initiatives to increase student learning in mathematics.

Requirements

Bachelor's Degree in education or mathematics
Experience in presenting exemplary teaching practices and evidence of instructional leadership
Extensive content knowledge of mathematics.
Strong reading, writing and speaking skills.
Positive mindset.
Ability to develop a plan and execute the details.
Strong organizational abilities.
Extensive relationship-building skills.
Collaborative spirit and openness to new ideas.
Strong peer network.
Admission to the Metro Nashville Public Schools K 12 Numeracy Coaching Pool
Submission of video recording showing the candidate conferencing with a teacher/colleague, leading a small or large group professional development session, or teaching a task-based mathematics less
Certification and teaching experience in the tier (elementary, middle, high) for which candidate applies

Responsibilities

In collaboration with the school leadership team, the numeracy coach utilizes multiple sources of data to set school-wide pedagogical goals and develop, implement, and monitor the effectiveness of a school-wide professional development plan to support mathematics instruction.
Provides professional development for teachers in research-based best practices, the MNPS Mathematics Curriculum Framework and information shared at the Mathematics Curriculum and Instruction meetings.
Utilizes group-level data to make programmatic decisions and monitor student growth and achievement.
Engages with teachers and administrators in ongoing analysis and interpretation of classroom- and student-level data to inform instruction.
Builds the capacity of teams of teachers by developing a culture that fosters collective teacher efficacy and recognizes all teachers as learners capable of acquiring a repertoire of pedagogical skills to meet the needs of every student.
Supports teachers and their work with students through PLC sessions focused on deepening teacher content knowledge, collaboratively planning units and lessons of study, analyzing student work for evidence of student thinking, rehearsing high leverage teaching practices, and analyzing classroom video to improve pedagogical practice.
Builds the capacity of individual mathematics teachers by engaging in one-on-one consultation and coaching cycles with teachers that consist of a collaborative planning/pre-conference, modeling/co-teaching/observations, and a collaborative reflection and debrief.
Exhibits professionalism;
Engages in continued professional growth and strengthens professional teaching knowledge, skills, and strategies;
Participates in and promotes district-level professional development and assists in the facilitation of district level professional development offerings;
Attends and participates in all required meetings;
Maintains a collection of professional materials related to effective mathematics instruction and reflect current research;
Maintains a coaching log and documentation of coaching and instructional support provided at the school site;
Works to promote productive relationships with and among school staff.
May support the mathematical development of individual students in a variety of ways, which may include modeling high-leverage mathematics teaching practices within a whole class or small group, providing skill-based interventions or standards-based remediation, and administering diagnostic assessments to determine student needs.
Numeracy coaches may spend no more than 25% of their time providing direct instructional support of students