Math Achievement Fund Instructional CoachInterventionist Cravens ( school year)

JOB CLASS: 2040

JOB TITLE: Mathematical Achievement Fund (MAF) Coach/Interventionist

REPORTS TO: Principal

REQUIREMENTS:

1. Valid Kentucky Teacher Certificate
2. Rank II or higher
3. Five or more years of certified primary/intermediate mathematics teaching experience
4. Classroom instruction assessment practices and professional interactions reflecting current research-based practices and a desire for continuous learning

PROFESSIONAL LEARNING REQUIREMENTS FOR MATHEMATICS COACH:

1. Intensive professional learning on the KAS for Mathematics utilizing resources for
2. 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.
3. Intensive professional learning in cognitive coaching (8 days of professional learning)
4. Enrollment and completion of the elementary mathematics endorsement (University of Louisville 15 hours)

JOB DESCRIPTION:

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.

KNOWLEDGE OF:

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

ESSENTIAL FUNCTIONS DUTIES AND RESPONSIBILITIES:

Responsibilities in year one and two of grant:

1. Serve on the MTSS team to help align the schools 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.
2. Provide more detailed information about individual students to inform next steps for instruction or intervention.
3. Provide guidance on diagnostic assessment intervention selection implementation fidelity and progress monitoring for tier two and tier three services.
4. Meet regularly (at least once per month) with the school principal to address the schools mathematics vision and the coachs work (the coach will not evaluate classroom teachers).
5. Submit a detailed schedule to the KDE for feedback and approval each fall.
6. Be evaluated by and report to a district-level supervisor (Chief Academic Officer)
7. May not serve as a substitute teacher or classroom teacher.

Responsibilities in year one of the grant:

1. 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.
2. Collaborate with teachers for planning.
3. Co-facilitate professional learning aligned to the schools mathematical vision with a professional learning provider for 100% of the mathematics teachers within the school.
4. Ensure instructional resources are aligned to the KAS for Mathematics
5. 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).

Responsibilities in year two of the grant and beyond:

1. Continue to refine the shared vision with the school on what mathematics teaching will look like for the students that the school serves.
2. Collaborate with teachers for planning.
3. Lead school-wide professional learning aligned to the school-wide mathematics vision for 100% of the mathematics teachers within the school.
4. 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).

ANNUAL EVALUATION OF THE GRANT:

Per KRS 158.844 the Kentucky Board of Education administrative regulations shall establish the minimum annual evaluation process for each grant recipient. The role of the mathematics coach is to improve mathematics teaching practices in support of the schools mathematics vision. Evaluating work that is designed to have an impact at various levels across the school community will require the collection of data that examines the influence of the mathematics coachat each of the following levels:

1. Student data: Longitudinal performance data and comparative progress data evaluation of progress data and formative diagnostic summative assessment results.
2. Teacher data: Evaluation of evidence-based instructional practices (Kentucky Mathematics Innovation Tool).
3. Mathematics Coach data: Description and number of hours fro the professional learning requirements description and number of hours of professional learning requirements the mathematics coach implemented in their school within a school year number of credit hours obtained in an Elementary Mathematics Endorsement program and evaluation of coach and coaching program from district leadership and regional consultants.
4. School-wide data: Description and evidence of family involvement evidence of principal involvement reflection on school mathematics vision and next steps action plan for improvement and evidence of sustainability.

WORK ENVIRONMENT:

Indoor environmentally controlled. Typical office environment including but not limited to telephones personal interruptions background noises. May require working with or near the public parents and children and will be subject to sounds scents and other related environmental factors. This position will require dealing with conflict and requires use of sound judgment.

Physical Demands: (example)

1. Light lifting
2. Sitting for long periods of time
3. Hand and finger dexterity
4. Repetitive movement
5. Standing and walking intermittently throughout a typical work day

Travel Requirements: (Frequency and Duration)

1. Less than 10% out of district
2. Daily as needed within district boundaries

EVALUATION JOB PERFORMANCE:

Performance of this job will be evaluated in accordance with provisions of the Boards policy on Certified Evaluation Plan. The evaluation will be conducted by the Principal.

OTHER FACTORS:

1. Contract year: 2024/2025
2. Certified salary schedule
3. Contract for 187 days
4. Certified Benefits
5. Exempt Status

Please note this job description is not designed to cover or contain a comprehensive listing of activities duties or responsibilities that are required of the employee for this job. Duties and responsibilities may be altered to meet the needs of the district.

Equal Education and Employment Opportunities M/F/D

Performance of this job will be evaluated in accordance with provisions of the Boards policy on evaluation of Certified Personnel.