Math Specialist One-Year Only

Barrington Public SchoolsMath Specialist/CoachJob Description TITLE: Math Specialist/Coach QUALIFICATIONS: Certification Granted by the Rhode Island Department of Degree with Certification in Elementary Education with a minimum of 5 Years of Math Instructional Degree preferred with specialization in Math or special educationREPORTS TO: Building Principal JOB GOAL: To improve the overall math performance of Barrington students. The location for this position for 2022-2023 will be Sowams Elementary QUALIFICATIONS: Provide direct intervention for students below grade level in mathematics. Provide leadership coordination professional development and in-class coaching to develop and implement a capacity-building model of math instruction. Priority given to intervention with remaining time to be used for coaching. To support Barringtons commitment to diversity and foster inclusion respect and equity in education the successful candidate will be selected from a diverse group of people. Preference will be given to candidates who articulate their commitment to valuing inclusivity and diversity. PERFORMANCE RESPONSIBILITIES OF MATH SPECIALIST/COACH: research-based math interventions following personal math in regular progress monitoring and uses data to inform instruction and a schoolwide model of math coaching with principals and provides support/mentoring/coaching for building-level capacity of building-level teachers to improve student building-level math professional collecting and analyzing data at the district and building -teaches and models math instruction with building-level best practices in differentiated math instruction. the effective use of resources for math professional development workshops and regularly with the Assistant Superintendent. solid knowledge of the Common Core State Standards for math including the progressions and practices. solid knowledge of the math units of study and corresponding assessments. experience developing math formative and summative assessments aligned to the CCSSM. experience in presenting Common Core-aligned lessons to teachers and as a professional learning community member to actively provide a collaborative rigorous relevant and personalized education supported by technology that prepares students for college and learning and teaching practices and school and community support following district and school improvement plans and the districts implement and actively support the implementation of deeper learning project and inquiry-based learning and the integration of academic content areas which purposefully increases students creativity higher-order thinking skills collaboration communication and engagement.21. Implement and support changes to Next Generation Standards and Common Core Standards-based curriculum instruction assessments school structures that align to the extent practicable to students college and career interests 21st Century Skills and work habits needed for success in a global economy NEASC Standards and NESSC Global Best create and implement performance tasks formative and summative assessments aligned to the Common Core and 21st century skills and task validation and support the implementation of high-interest flexible pathways which prepare students for local and global labor markets and lead to college credit and/or industry accurate and positive information about the schools and districts goals and initiatives in various print and electronic partnerships among parents educators businesses higher education and communities that support learning in and out of school dual enrollment online learning and positively and actively the efficient effective and collaborative management of school operations to ensure learning experiences promote positive discipline practices and school safety practices to advance the districts mission.27. Create learning experiences (including interdisciplinary) using strong content knowledge that reflects an understanding of the nature of the communities and world in which we learning experiences that reflect an understanding of central concepts vocabulary structures and tools of inquiry of the disciplines/content areas they teach and apply beyond the school instruction that addresses the core skills concepts and ideas of the disciplines/content areas to help all students meet Rhode Islands learning standards.30. Represent and use differing viewpoints theories and methods of inquiry when teaching concepts and encourage students to see question and interpret concepts from various instructional opportunities that reflect an understanding of how children learn and an understanding of students (e.g. individual interests prior learning background and experiences) to create connections between the subject matter and student information about the impact of students specific challenges to learning or disabilities on classroom performance and work with specialists to develop alternative instructional strategies to meet the needs of these appropriate accommodations and modifications for individual students who have identified learning differences or needs in an Individualized Educational Plan (IEP) 504 Accommodation Plan Personal Literacy Plans (PLPs) or individualized learning plans (ILPs). instructional opportunities to encourage all students development of critical thinking problem-solving performance skills and literacy across content lessons that extend beyond factual recall and challenge students to develop higher-level cognitive skills and use tasks that engage students in exploration discovery and hands-to generate knowledge test hypotheses and explore and explore methods of inquiry and standards of learning groups in which all students learn to work collaboratively and clear expectations for achievement that allow all students to take responsibility and advocate for their various communication strategies (e.g. listening restating ideas questioning offering counterexamples and technological advances) to engage students in learning collect and share information and enrich discourse in the classroom and the appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning provide feedback and plan future students with opportunities and guidance to evaluate their work and behavior against defined criteria and use the self-assessment results to establish individual goals for learning. Use assessment results to provide students with timely helpful and accurate feedback on their progress toward achievement on practice and assume responsibility for own professional development by actively seeking and participating in opportunities to learn and grow as professionals and enhance the instructional feedback from students families and colleagues to reflect on and improve responsibility for learning about and implementing federal state district and school initiatives to improve teaching and working with students colleagues and families follow school policy and procedures respecting the boundaries of professional with students colleagues parents and others in a professional manner that is fair and equitable and guided by codes of professional conduct. attributes of reliable attendance promptness dependability and professional ethics; Use practical communication skills with students colleagues families and related agencies (spoken written and non-verbal); Complete all requested forms reports and data collections in an accurate and timely manner; Perform the functions of the position by the: RI Professional Teaching Standards; RI Professional Code of Conduct; and all laws regulations school district policies directives the mission of the district school-based plans and administrative priorities/requests; and Perform other duties as may be assigned and/or necessary to perform the functions of the position. ability to deliver research-based distance learning and technology understanding of culturally relevant and responsive DUTIES: any other related duties assigned by the Principal or other appropriate administrators. WORKING CONDITIONS AND PHYSICAL REQUIREMENTS:The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. The employee is regularly required to operate a keyboard view a computer screen and sit or stand for extended periods. Required vision abilities include close vision and the ability to adjust focus. The employee is frequently required to bend stoop kneel reach with hands and arms and grasp and manipulate large and small items. The employee must also move from location to location lift objects weighing up to 30 pounds and drive a vehicle. Communication requirements include hearing and responding to voice and other sounds in small and large settings with background noise and presenting information orally and in writing. WORK ENVIRONMENT:The work environment characteristics described here represent those employee encounters while performing the essential functions of this job. Reasonable accommodations may enable individuals with disabilities to perform essential functions. Will be expected to deliver instruction and prepare lessons on the computer for a significant time. Will need to lift materials and equipment relevant to the position. Will need to stand and sit in instructional positions throughout the day. TERMS OF EMPLOYMENT: The length of the contract is to be determined by the Superintendent. EVALUATION: Performance will be evaluated following the provisions of the School Committee policy on the evaluation of teaching staff.

Required Experience:

IC