Math Coach [SY25-26]

District Overview:

Overview of the Malden Public Schools: The Malden Public Schools (MPS) is a richly diverse school district located within the Greater Boston area and accessible by the MBTA orange line train. Maldens student body comprises approximately 6800 students who represent 59 different countries and speak 67 different languages. We have 1 early learning center 5 K-8 schools and 1 high school. We are committed to providing high expectations for all learners through rigorous instruction and culturally responsive practices and pedagogy. MPS is a safe welcoming and collaborative district where we encourage and embrace a growth mindset. We believe that our diversity is an asset and we are seeking candidates that reflect embrace and contribute to the strengths of our community.

The Ferryway School is one of the five K-8 schools in Malden. We are the home of the Ferryway Phoenix and pride ourselves in teaching the whole child through the lense of equity and belonging. It is our mission to provide a safe nurturing and rigorous environment where the whole student learns and grows to their maximum potential. Our core values of empathy respect responsibility perseverance and motivation are evident in each classroom. We believe each child leaves our school community wiser healthier and with the tools they need to be agents of change in our community both locally and globally. We are working to build a strong sense of community in our students that they will take with them onto their high school experience and beyond. Our staff is student-centered and believes the relationship between the school the students the families and the community creates a fertile environment where the opportunity gap is closed and student achievement increases. Students are encouraged to find their voice and express their thoughts throughout their educational experience.

Position Description:

A Math Coach is a specially prepared professional who has responsibility for the math performance of students in general and struggling students in particular within their schools. The Math Coach will provide high-level math support for members of the school community that is consistent with and fulfills the requirements of the Massachusetts Math State Frameworks. The Math Coach in this role works closely with the Principal(s) the STEM Director the Title I Director and other relevant school/district administrators teachers and parents to accomplish the goals outlined in the School Improvement Plan and the school systems requirements for the improvement of math instruction.

The Math Coachs full-time job is to improve math instruction in the school in all areas of math including the standards of mathematical practice. This individual will not have direct classroom duties nor will they have administrative responsibilities outside of the math program but will include support in math skills and strategies.

Qualifications:

1. Masters degree in Mathematics Education Special Education or related field.
2. Three to five years of prior K-8 teaching experience experience working with students who are multilingual learners preferred; preference for individuals with ELL certification or SEI endorsement
3. Valid MA Math and/or Special Education certification preferred.
4. Experience and skill as a coach or mentor for adults on math related topics.
5. Excellent communication skills.
6. Deep understanding of scientifically based math research and evidence-based practices for teaching K-8 math and assessing student progress toward achievement of benchmarks as documented in coursework and experience as a teacher of mathematics.

Major Responsibilities:

Professional Development

1. Establish clear goals for professional development that are consistent with math goals
2. Assist teachers in formulating own goals for professional development
3. Coach/mentor classroom teachers as they implement evidence-based instructional practices associated with the comprehensive math curriculum (core supplemental and intervention curriculum and instructional approaches); work with core program publisher on program-specific professional development and the alignment of the core program with concepts presented through the 5 District Partnership and follow-up professional development sessions
4. Provide feedback during coaching on teaching effectiveness and fidelity to guidance as provided by the teachers guide including concrete suggestions for improvements especially related to strategies for working with struggling math students English language learners and others with special needs within the regular classroom
5. Establish and oversee a peer mentoring support network for teachers as they implement recommended instructional practices include opportunities for teachers to visit one anothers classrooms to observe the implementation of specified practices
6. Design school-based professional development in conjunction with the STEM Director that is analytic reflective and inquiry-oriented (e.g. site-based content knowledge workshops on strategies aligned with scientifically based mathematic research); lead monthly study groups to discuss the research share experiences on implementing recommended practices and examine student work
7. Provide demonstration materials (e.g. videos professional books) to support and extend professional development site-based opportunities
8. Act as catalyst for building a school learning community that focuses on integrated learning building connections across grades
9. Once a month expected to attend an after school curriculum support teacher meeting 3:45-5:45

Assessment

1. Aid in the development of a math assessment screening progress monitoring diagnostic and outcomes measures
2. Implement procedures for monitoring student performance associated with benchmarks
3. Mentor/coach teachers as they utilize assessments(e.g. classroom-based assessments) helping teachers to avoid over-assessing students or using redundant measures
4. Coach teachers as they analyze math assessment data to identify students who are making adequate progress or those in need of substantive intervention
5. Coach teachers on the use of assessment data to modify instruction for individual students and to group students for classroom instruction (e.g. homogeneous groups)
6. Collect and analyze data from the math assessments and any other data collected by the city; input the data into a predetermined location. Meet with teachers on a regular basis to discuss student progress and look at student work.
7. Collect and analyze data; create instructional plans twice a year based on data to support classroom instructions in a way that will meet the needs of students.

Curriculum and Instruction

1. Review materials under consideration for purchase for evidence of alignment Massachusetts Math State Frameworks.
2. Know how to use a range of effective strategies analyze instruction and provide clear specific information on strategy implementation

School Liaison

1. Meet regularly with the STEM Director Title I Director Principal(s) and others to assess the progress and to modify elements as necessary
2. Assist in the analysis of school-wide math strengths and weaknesses and formulate plans to improve student achievement in math and teaching effectiveness
3. Create an atmosphere of trust and collaboration among staff to promote professional growth and accelerate the math achievement of all students
4. Attend all professional development and networking meetings

Reports to: Building Principal and Director of STEM

Salary:Commensurate with Malden Public Schoolsteacher salary schedule.

Funding:Title I

To Apply:Submit letter of interest highlighting qualifications for the position viaSchool Spring