Chalkville ES - Elementary Math Instructional Coach Job Birmingham area,Alabama USA,Education / Teaching

Position: Chalkville ES - 10 Month Elementary Math Instructional Coach

Elementary Math Instructional Coach (10 Month)

Supervisor:
Principal, Director of Curriculum and Instruction

Job Goals:

To improve academic skills in numeracy in schools across all content areas and grade levels, through collaborative professional development, coaching of teachers, demonstration lessons, data analysis, and modeling of effective instruction.
To improve teacher practice.

Minimum Qualifications:

Valid Alabama professional educator certificate in early childhood education, elementary education, or special education.

Minimum of five (5) years' experience as an early childhood, elementary, or special education teacher.

Demonstrate expertise in mathematics instruction and intervention and early numeracy interventions, including dyscalculia interventions.

Master's degree or have completed professional development recommended by the EMTF (Early Math Task Force).

Possess and maintain a valid driver's license.

Ability to meet suitability criteria for employment and/or certification/licensure under the Alabama Child Protection Act of 1999 and Act No. .

Knowledge of and ability to implement effective instruction, effective instructional planning, and the use of formative and summative assessment data to inform instruction.

Knowledge of and ability to plan and implement effective teacher coaching, and professional development practices.

Knowledge of school's program of studies related to mission, goals and organization.

Ability to apply knowledge of current research and theory to instructional programs.

Ability to plan and implement lessons and professional development based on system and state courses of study and the needs and abilities of students.

Ability to establish and maintain effective relationships with students, teachers and administrators.

Proficiency in oral and written communication skills.

Ability to identify and solve problems as a productive team member.

Ability to use technology to communicate, to plan and provide instruction, to facilitate student learning, to manage data, and to produce/submit required reports, correspondence, and/or financial information.

Physical strength, mobility, dexterity, stamina, and acuity to perform job responsibilities.

Ability to be punctual and in regular attendance.

Such alternatives to the above qualifications as the Board, the Office of Mathematics Improvement of the Alabama State Department of Education, or state law may require.

Performance Responsibilities and

Essential Functions:

Demonstrates support for the school system and its vision, goals and priorities.

Demonstrates knowledge of the prescribed curriculum, intervention strategies, school improvement plans, and effective professional development delivery techniques.

Demonstrates knowledge of current educational research and best instructional practices.

Models appropriate and innovative use of technology and evidence-based mathematics instructional and intervention strategies for teachers.

Collaborates with the school administrator to establish a strategic academic plan for coaching to improve student achievement in mathematics.

Utilizes a variety of coaching strategies to differentiate support for teachers, both individually and in groups.

Supports the improvement of instruction by using age-appropriate instructional strategies and material in all tiers of instruction to improve students' skills in subject area(s) as assigned.

Supports school and system numeracy efforts to reach the goal of students performing at or above proficiency in all areas.

Actively participates in and works with grade-level teams in planning effective instructional goals, providing real-time feedback, making next step instructional decisions based on student evidence.

Administers screeners, standardized, norm-referenced or criterion-referenced tests for instructional planning and program evaluation purposes.

Participates in and/or leads professional growth and development activities for the purpose of improving instruction, including staff meetings, in-services and staff development activities as required or assigned.

Develops and uses assessment strategies (traditional and alternative) to assist the continuous development of learners.

Assists teachers in Interpreting and using data (including but not limited to standardized, progress monitoring, and other test results) for identifying students exhibiting the characteristics of dyscalculia and other exceptionalities, instructional planning and program evaluation.

Communicates high learning expectations for all students.

Communicates effectively, orally and in writing, with other professionals, students, parents and community.

Works collaboratively with other teachers in curriculum development, instructional planning, analyzing student work to identify any misconceptions.

Assists teachers in administering early numeracy screeners, fractional reasoning screeners, and/or diagnostic assessments.

Advocates, plans, and coordinates, in conjunction with the principal, for school-based family and community engagement…