Elementary Math Coach

Madison City Schools•Madison, AL

21h•Onsite

About The Position

Impact student learning by improving teacher mathematics content knowledge, skills, and professional practice so that all students attain proficiency in mathematics by Grade 5. This role involves collaborating with principals and faculty to implement strategic plans for coaching and mathematics instruction, facilitating professional learning, modeling evidence-based strategies, mentoring teachers, and using data to differentiate instruction. The coach will also focus on supporting teachers in using appropriate instructional materials, developing rigorous lessons and assessments, analyzing student work, and administering screeners. Additionally, the position involves advocating for family engagement in mathematics, participating in district professional learning, and engaging in ongoing personal learning to enhance expertise in mathematics.

Requirements

Minimum of a B.S. Degree in the area of instructional responsibility
Minimum of five years' successful experience as an early childhood, elementary, or special education teacher
Valid Alabama State Department of Education professional educator certificate in early childhood education, elementary education or special education
Must meet the Alabama Model of the "ESSA" legislation as it pertains to highly qualified teachers.
Demonstrate expertise, as attested by a current or former employing county or city superintendent of education, in mathematics instruction and intervention, to include early numeracy and dyscalculia interventions
Knowledge of content, curriculum, methods, materials, best practices and instructional technology
Knowledge of student academic growth and development applicable to the students' grade level
Knowledge of school's program of studies related to mission, goals, and organization
Strong leadership skills and capabilities of leading adult learners to produce student results and growth
Ability to apply knowledge of current research and theory of instructional programs as well as best practices in classroom instruction
Ability to analyze and interpret data
Ability to create and facilitate professional development
Ability to organize, plan, and take initiative to work independently and with teachers while exhibiting a high level of commitment to their responsibilities
Display exceptional abilities to work with both adults and students
Exhibit oral and written strength and skills in communication and professionalism
Ability to use and manage technology including, but not limited to email, internet, Google Suites for Education, videos, professional social media, iPads, student learning sites, etc.
Knowledge and understanding of the school system rules, administrative procedures, local board policy, and state and federal rules and regulations
Demonstrate characteristics of an on-going learner
Possess the physical and emotional ability to fulfill the expected employment
Employees are expected to model professional conduct, maintain clear and appropriate boundaries with students, use district-approved channels for communications, and avoid interactions that could be perceived as favoritism, grooming, or undue familiarity.
Staff must promptly report suspected child abuse or neglect to law enforcement authorities as required by Alabama law.

Nice To Haves

Master’s degree, preferred and/or completed recommended professional development by the Elementary Task Force
Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

Responsibilities

Support the improvement of instruction with an emphasis on Tier 1 instruction to ensure students do not fall behind
Collaborate with the school principal(s) and faculty to establish and implement a strategic plan for coaching and mathematics instruction to improve student achievement in mathematics
Facilitate school/district wide mathematics professional learning, including job-embedded assistance using coaching strategies, including joint planning, modeling lessons, co-teaching lessons, targeted observation to collect data, and debriefing
Model evidence-based mathematics instructional and intervention strategies for teachers
Continuously mentor and coach teachers
Assist teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities
Monitor the progress of K-5 students in mathematics through benchmark assessments at least three times per year and make recommendations for modifying instruction based on the individual needs of students and trends in student data
Focus solely as a mathematics coach for schools with elementary grade students
Collaborate 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
Collaborate with grade-level teams to develop rigorous tasks, lessons, assessments aligned with grade-level mathematics content standards; to facilitate the analysis of student work samples and assessment data; and to work in partnership with teachers to provide real-time feedback and make next-step instructional decisions based on the student evidence
Assist teachers in using formative assessments and analyze student work to identify students with misconceptions, students exhibiting characteristics of dyscalculia, and students needing acceleration
Assist teachers in administering early numeracy screeners or diagnostic assessments, or both, in grades K-2, no more than 2 hours per week
Assist teachers with administering fractional reasoning screeners or diagnostic assessments, or both, for students in grades four and five, subject to legislative appropriation, for no more than two hours per week.
Advocate, plan, and coordinate opportunities, in conjunction with the principal, for school-based family communication engagement in mathematics
Actively and cooperatively participate in any district, Office of Mathematics Improvement 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
Engage in ongoing learning opportunities to grow in knowledge, skills and expertise in mathematics
Facilitate the use of assessment data in all tiers of mathematics instruction to assist in making decisions that will move students to higher levels of performance in mathematics
Plan and facilitate professional learning opportunities that will assist teachers in targeting student deficits; facilitate professional conversations; foster student engagement; assess student learning; reflect on personal practice; and identify next learning steps to achieve state, district, and school goals in mathematics
Record job duties and time spent with teachers on a specific platform
Support teachers in the authentic integration of computer science and computational thinking concepts within the mathematics classroom.