Elementary Math Coach

Job Goals: Impact student learning by improving teacher mathematics content knowledge skills and professional practice so that all students attain proficiency in mathematics by Grade 5.

Qualifications:

1. Minimum of a B.S. Degree in the area of instructional responsibility required. Masters degree preferred and/or completed recommended professional development by the Elementary Task Force
2. Minimum of five years successful experience as an early childhood elementary or special education teacher
3. Valid Alabama State Department of Education professional educator certificate in early childhood education elementary education or special education
4. Must meet the Alabama Model of the ESSA legislation as it pertains to highly qualified teachers. Information on the Alabama Model can be viewed at
5. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

FLSA Status: Exempt

Reports to: Principal or Appropriate Supervisor

Background Check Required: (Ala. Code 16-22A-5 ) Upon offer of employment employees will be required to submit legible fingerprints for a background review by the Alabama Bureau of Investigation and the Federal Bureau of Investigation. Background checks must not be more than ten (10) years old.

Required Knowledge Skills and Abilities:

1. 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
2. Knowledge of content curriculum methods materials best practices and instructional technology
3. Knowledge of student academic growth and development applicable to the students grade level
4. Knowledge of schools program of studies related to mission goals and organization
5. Strong leadership skills and capabilities of leading adult learners to produce student results and growth
6. Ability to apply knowledge of current research and theory of instructional programs as well as best practices in classroom instruction
7. Ability to analyze and interpret data
8. Ability to create and facilitate professional development
9. Ability to organize plan and take initiative to work independently and with teachers while exhibiting a high level of commitment to their responsibilities
10. Display exceptional abilities to work with both adults and students
11. Exhibit oral and written strength and skills in communication and professionalism
12. 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.
13. Knowledge and understanding of the school system rules administrative procedures local board policy and state and federal rules and regulations
14. Demonstrate characteristics of an on-going learner
15. Possess the physical and emotional ability to fulfill the expected employment

Essential Functions:

1. Support the improvement of instruction with an emphasis on Tier 1 instruction to ensure students do not fall behind
2. 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
3. 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
4. Model evidence-based mathematics instructional and intervention strategies for teachers
5. Continuously mentor and coach teachers
6. Assist teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities
7. 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
8. Focus solely as a mathematics coach for schools with elementary grade students
9. 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
10. 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
11. Assist teachers in using formative assessments and analyze student work to identify students with misconceptions students exhibiting characteristics of dyscalculia and students needing acceleration
12. Assist teachers in administering early numeracy screeners or diagnostic assessments or both in grades K-2 no more than 2 hours per week
13. 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.
14. Advocate plan and coordinate opportunities in conjunction with the principal for school-based family communication engagement in mathematics
15. 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
16. Engage in ongoing learning opportunities to grow in knowledge skills and expertise in mathematics
17. 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
18. 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
19. Record job duties and time spent with teachers on a specific platform
20. Support teachers in the authentic integration of computer science and computational thinking concepts within the mathematics classroom.

• This position will be subject to the Students First Act of 2011. Madison City Schools reserves the right to fill this position by transfer of a qualified applicant who is already employed by Madison City Schools.
• Under the Students First Act of 2011 no credit toward tenure or non-probationary status is earned in the initial school year of employment if the date of hire occurs after September 30.

Expected Employment: 187 days (full year)

Evaluation: According to established Board policies and administrative procedures and guidelines.

Salary Range: According to Madison City Schools Salary Schedule (Salary based on employment for complete year)

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For Madison City Schools Salary Schedule please click here (right click and select Open in new tab)