School Based Instructional Coach - Elementary Math - CVES Job Augusta area,Georgia USA,Education / Teaching

Position: School Based Instructional Coach - Elementary Math - CVES - Apply 2/10/2026 - 6/12/2026

Multiple Positions

ALABASTER CITY SCHOOLS JOB DESCRIPTION

JOB TITLE:

School Based Instructional Coach – Elementary MathJOB GOAL:
To help ensure that teachers have knowledge of math standards and appropriate curriculum, along with the expertise in teaching techniques, methods and procedures necessary to help each student graduate college and/or career ready.

RESPONSIBLE TO:
School Principal

QUALIFICATIONS:

A valid Alabama certificate in elementary education and holds a master’s degree or has completed professional development recommended by the Elementary Task Force, or both.

A minimum of five years of successful teaching experience in the elementary math classroom.

Math professional learning experiences such as: AMSTI Foundational, Math Content Training, and/or OGAP.

Knowledge of, and experience in, math curriculum development.

Experience in facilitating professional learning opportunities and/or teacher training.

Excellent communication and collaboration skills with an emphasis in best practices.

Proficient in computer usage.

Such alternatives as the Board of Education may find appropriate and acceptable.

DUTIES AND RESPONSIBILITIES:

Supporting the improvement of instruction with an emphasis on Tier 1 instruction to ensure students do not fall behind.

Collaborating with the school principal and faculty to establish and implement a strategic plan for coaching and mathematics instruction to improve student achievement in mathematics.

Facilitating school wide mathematics professional learning, including job-embedded assistance using coaching strategies, including joint preplanning, modeling lessons, co‑teaching lessons, targeted observation to collect data, and debriefing.

Modeling evidence‑based mathematics instructional and intervention strategies for teachers.

Continuously mentoring and coaching teachers.

Assisting teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities.

Monitoring the progress of K-5 students in mathematics through benchmark formative assessments at least three times per year and making recommendations for modifying instruction based on the individual needs of students and trends in student data.

Focusing solely as a mathematics coach for schools with elementary grade students.

Collaborating 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.

Collaborating with grade‑level teams to develop rigorous tasks, lessons, and 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.

Assisting teachers in using formative assessments and analyzing student work to identify students with misconceptions, students exhibiting characteristics of dyscalculia, and students needing acceleration.

Assisting teachers in administering early numeracy screeners or diagnostic assessments, or both, in grades K‑2. The assistance of a mathematics coach may not exceed two hours per week.

Assisting teachers with administering fractional reasoning screeners or diagnostic assessments, or both, for students in grades four and five, subject to legislative appropriation. The assistance of a mathematics coach may not exceed two hours per week.

Advocating, planning, and coordinating opportunities in conjunction with the principal, for school‑based family and community engagement in mathematics.

Actively and cooperatively participating in any 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.

Engaging in ongoing learning opportunities to grow in knowledge, skills, and expertise in mathematics.

Facilitating the use of assessment data in all tiers of mathematics instruction to assist in…