K-5 Building- Math Coach; Sweet Water HS

K-5 Building-Based Math Coach

Reports to:

Principal and Curriculum Coordinator

FLSA:
Exempt

Job Objective:
To support and enhance K-5 math instruction and student achievement by collaborating with educators, facilitating targeted professional development, modeling effective teaching strategies, mentoring teachers, analyzing student data to inform instruction, and implementing evidence-based interventions that address diverse learning needs.

Minimum Qualifications (Alabama Numeracy Act, page 24):

• Hold a valid Alabama professional educator certificate in early childhood education, elementary education, or special education.
• Have a minimum of five years of experience as an early childhood, elementary, or special education teacher.
• Demonstrate expertise, as attested by a current or former employing county or city superintendent of education, in mathematics instruction and intervention and early numeracy interventions, including dyscalculia interventions.
• Hold a master's degree or have completed professional development recommended by the Elementary Mathematics Task Force, or both.

Duties and Responsibilities:

• Promote enhanced mathematics instruction and student mathematical practices by coaching and partnering with teachers to consistently implement effective mathematics teaching practices, formative assessment cycles focusing on student outcomes, evidence, and thinking; and adjusting instruction and providing feedback accordingly.
• Support the professional growth of elementary mathematics teachers by strengthening classroom teachers' understanding of mathematics content.
• Receive Coaching Academy and Coaching Community Professional Learning from AMSTI regional math specialists, as well as job-embedded support and feedback.
• Coach teachers in instruction of students for all tiers of mathematics in order to reach the goal of continually increasing the number of students performing at or above grade-level proficiency.
• Adhere consistently to an LEA/AMSTI approved schedule that includes time in preplanned, daily coaching cycles with teachers, professional learning opportunities, and for flexible job-embedded connections with teachers who are not currently in a coaching cycle.
• Partners with teachers to achieve the goal of raising the mathematical performance of all students, and to continually sharpen their skill and efficacy in producing growth in student outcomes.
• Model an exemplary work ethic by actively coaching teachers, and participating as a fully functioning member of the school staff daily so that teacher capacity is built, and efficacy is achieved.

Collaborative Leadership Duties:

• Collaborate with building-level administrators, Mathematics School Improvement Team (MSIT), building-level staff, and district-level personnel to develop and implement mathematics-specific coaching, goals, resources, and strategies to improve student achievement in mathematics.
• Collaborate with grade-level teachers and grade-level teams of teachers to better understand and implement resources (mathematics curriculum maps, pacing guides, curricula, assessment, etc.) and instructional plans to improve the success of their students.
• Collaborate with grade level teams to develop rigorous tasks, lessons, and assessments aligned with the Alabama Course of Study:
  Mathematics; 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.
• Plan regularly with school, district, and AMSTI staff in order to reach the goal of moving all students along a trajectory towards demonstration of grade-level mastery of content which is competitive with similar age and grade-level students around the world.
• Advocate, plan, and coordinate opportunities for school-based parent, guardian, and/or community engagement in mathematics.

Professional Learning Duties:

• Develop and facilitate job-embedded and other ongoing professional learning opportunities for teachers, using coaching strategies such as joint pre-planning, modeling lessons, co-teaching lessons, targeted observation to collect data, and debriefing.
• Participate actively and cooperatively in all AMSTI support visits and professional learning in order to meet agreed-upon personal outcomes and all school, state, and district-established math goals. Actively seek help and support to grow in knowledge, skills and expertise in mathematics.
• Supports/Co-Facilitates with school administrators and teachers to analyze and utilize assessment data in all tiers of mathematics instruction to make decisions that will move students to higher levels of performance in mathematics.
• Plan and/or facilitate professional learning opportunities that will assist teachers in targeting student deficits; facilitating professional conversations; fostering student engagement; assessing student learning; reflecting on professional practice; and identifying next learning steps in order to achieve state,…