2027 school year)

Owensboro Public Schools•Owensboro, KY

1d•Onsite

About The Position

The mathematics coach will improve mathematics teaching practices by working with teachers in their classrooms: observing and providing feedback to them; modeling appropriate evidence-based instructional practices; conducting workshops or institutes; establishing professional learning communities; and ensuring high-quality instructional resources are aligned with the Kentucky Academic Standards for Mathematics in order to meet the needs of primary students and other students who are struggling to meet grade-level standards in mathematics.

Requirements

Valid Kentucky Teacher Certificate Rank II or higher
Five or more years of certified primary/intermediate mathematics teaching experience
Classroom instruction, assessment practices, and professional interactions reflecting current research-based practices and a desire for continuous learning
Intensive professional learning on the KAS for Mathematics utilizing resources for www.kystandards.org
Intensive professional learning in mathematics coaching sessions; KCM will support mathematics coaches in between coaching sessions and provide feedback on the coaching model utilizing the Kentucky Mathematics Innovation Tool.
Intensive professional learning in cognitive coaching (8 days of professional learning)
Enrollment and completion of the elementary mathematics endorsement (University of Louisville 15 hours)

Nice To Haves

Best practices in instruction.
Demonstrates leadership skills regarding coaching adult learners
The capacity to design professional learning aligned to the characteristics of High Quality Professional Learning
The ability to determine whether instructional resources are aligned to the KAS for Mathematics and the ability to support teachers with next instructional steps
Kentucky Academic Standards for Mathematics
Kentucky’s accountability system
Analyzing school/student data to make data-driven decisions

Responsibilities

Serve on the MTSS team to help align the school's systems, data, and practices to the essential six elements of KYMTSS in order to provide reliable and valid data to the KDE at least twice per year.
Provide more detailed information about individual students to inform next steps for instruction or intervention.
Provide guidance on diagnostic assessment, intervention selection, implementation fidelity, and progress monitoring for tier two and tier three services.
Meet regularly (at least once per month) with the school principal to address the school's mathematics vision and the coach's work (the coach will not evaluate classroom teachers).
Submit a detailed schedule to the KDE for feedback and approval each fall.
Be evaluated by and report to a district-level supervisor (Chief Academic Officer).
May not serve as a substitute teacher or classroom teacher.
Develop a shared vision with the school on what mathematics teaching will look like for the students that the school serves. The shared vision must include plans to focus on the KAS for Mathematics and how students learn mathematics, actively engage teachers in understanding of KAS for Mathematics and evidence-based instructional practices in mathematics, coach teachers in cycles of planning (at least 8 cycles per 50% of mathematics teachers), observation, feedback, and reflection, and facilitate collaborative teacher interaction addressing the models of instructional practice.
Collaborate with teachers for planning.
Co-facilitate professional learning aligned to the school's mathematical vision with a professional learning provider for 100% of the mathematics teachers within the school.
Ensure instructional resources are aligned to the KAS for Mathematics.
Spend at least 50% of the instructional day in classrooms to improve mathematics teaching practices by working with teachers with the remainder of the day spent in acceptable activities (collaborative planning, lesson study, participating in/co-leading professional learning, serving on MTSS team, and family engagement).
Continue to refine the shared vision with the school on what mathematics teaching will look like for the students that the school serves.
Lead school-wide professional learning aligned to the school-wide mathematics vision for 100% of the mathematics teachers within the school.
Spend at least 50% of the instructional day in classrooms to improve mathematics teaching practices by working with teachers with the remainder of the day spent in acceptable activities (collaborative planning, lesson study, participating in/co-leading professional learning, serving on MTSS team, and family engagement).