Student-Centered Mathematics Coach - Kings/West Hants Area

Nova Scotia Regional Centres for Education & CSAP•Berwick, NS

7d•Hybrid

About The Position

Reporting to the Coordinator of Student Achievement, Assessment & Mathematics, the P-6 Student-Centered Mathematics Coach is a regional position. Student-Centered Mathematics Coaches are Learning Support Teachers who support Tier 1 practices in schools. Coaching support will focus on intentional and student-centered planning, instruction, and assessment in mathematics, as well as, focused, short term, Tier 2 math support for identified students primarily at the grade P-6 levels. Student-Centered Mathematics Coaches are important members of the regional/school team whose goal is to positively impact student achievement in mathematics and teacher practice. The coach will work with teachers in their classrooms to model effective mathematics strategies for instruction and assessment, and coach teachers through co-planning, co-teaching and post-lesson reflection including the discussion and analysis of student work, tracking mathematics achievement, and establishing student-centered goals. Student-Centered Mathematics Coaches provide non-evaluative feedback to teachers about their assessment and instruction practices in an effort to be responsive to the needs of all students. Intervention support will happen in the classroom using a co-teaching model, and when necessary, during small group intervention outside of the classroom. Priorities include building and reinforcing number and operations skills, and encouraging mathematics confidence in students who are “on the cusp” of meeting expectations in mathematics. In addition to providing support at the school level, Student-Centered Mathematics Coaches will also collaborate with other coaches and provide leadership related to regional mathematics priorities.

Requirements

Valid Nova Scotia Teaching License, required
Minimum of 5 years successful mathematics teaching at the grade P-6 level
Deep understanding of the grade P-6 mathematics curriculum
Comprehensive understanding of how students learn mathematics
A strong belief that all students can be successful
Comprehensive understanding of Tier 1 practices in mathematics instruction and assessment
Experience in co-teaching strategies and methods
Strategies for developing and maintaining positive relationships built on trust, and collaboration to enhance planning, problem solving, risk taking, and decision making
Ability to analyze barriers or problems and formulate recommendations that result in improved student learning and achievement
Strong oral and written communication skills
Strong interpersonal skills
Strong planning, organization, and time management strategies to gain the maximum benefits from student-centered mathematics coaching
Effective use of technology to enhance teaching and learning
Ability to collect, enter, analyze, and interpret data to improve student learning and achievement
Demonstrated commitment to respect for diversity, inclusion, culturally responsive pedagogy, and social justice
A commitment to professional learning and collaboration

Nice To Haves

Graduate Studies in Mathematics curriculum and instruction preferred
Experience in professional development and facilitation considered an asset
Demonstrated knowledge of and experience with regional and provincial mathematics curriculum and program initiatives considered an asset

Responsibilities

Support Tier 1 practices in schools.
Focus coaching support on intentional and student-centered planning, instruction, and assessment in mathematics.
Provide focused, short term, Tier 2 math support for identified students primarily at the grade P-6 levels.
Work with teachers in their classrooms to model effective mathematics strategies for instruction and assessment.
Coach teachers through co-planning, co-teaching and post-lesson reflection.
Discuss and analyze student work, track mathematics achievement, and establish student-centered goals.
Provide non-evaluative feedback to teachers about their assessment and instruction practices.
Provide intervention support in the classroom using a co-teaching model, and when necessary, during small group intervention outside of the classroom.
Collaborate with other coaches and provide leadership related to regional mathematics priorities.