Collaborative Mathematics Coach & Teacher

Reports to:

Executive Director of Curriculum and Instruction

Work Days: 10 Months (204 Days)

Salary:
Schedule Certified 25 ($54,612 – 104,458

Location:

Central Office

FLSA Status: EXEMPT X NON-EXEMPT

JOB DESCRIPTION:

ACCOUNTABILITY OBJECTIVES:

Reports to:

Executive Director of Curriculum and Instruction or designee, in collaboration with assigned Network Supervisors. Work calendar, compensation, funding source, and school assignments are determined by the district. The purpose of the position is to improve mathematics achievement in grades 6–12 by strengthening teachers’ instructional practice and providing targeted instruction to students. Maintain a supervisor-approved schedule and activity log reflecting 75% coaching: collaborative planning, coaching conferences, classroom observation, feedback, professional learning, curriculum support, and analysis of student work and assessment data.

25% teaching and teacher modeling: direct whole-group and small-group instruction, demonstration lessons, co‑teaching, and targeted student support.

• Collaboration with district mathematics curriculum coordinators to ensure coaching, instructional modeling, and professional learning are aligned with district curriculum priorities and instructional expectations.
• Support teacher planning and implementation of district curriculum guides and mathematics content standards, including connections among prerequisite skills, grade‑level concepts, and subsequent courses.
• Facilitate mathematics professional learning communities and job-embedded professional learning; guide teachers in analyzing student work, identifying misconceptions, and selecting next instructional steps.
• Assist teachers in using diagnostic, formative, benchmark, and summative data to differentiate instruction, form flexible groups, monitor progress, and adjust supports across tiers.
• Collaborate with special education staff, English learner staff, and intervention teams to plan accessible instruction and appropriate accommodations while maintaining mathematical rigor.
• Support effective use of manipulatives, visual representations, technology, computational thinking, and instructional resources; share effective practices across assigned schools.
• Engage in ongoing professional learning and collaborate with district mathematics leaders and regional partners to strengthen coaching and secondary mathematics instruction.

• Plan and teach whole-group demonstration lessons that model standards-aligned mathematics instruction for classroom teachers, including purposeful questioning, student discourse, representations, differentiation, and formative assessment.
• Provide small-group instruction based on diagnostic evidence and student work to address misconceptions, unfinished learning, grade‑level needs, or readiness for acceleration.
• Co‑teach with classroom teachers using clearly defined instructional roles and shared lesson goals and gradually transfer demonstrated practices to teachers for continued implementation.
• Provide time‑limited, targeted student support in collaboration with the classroom teacher and school support teams. Establish learning targets and entry, progress‑monitoring, and exit criteria; adjust group membership and instruction as evidence changes.
• Support students’ readiness for subsequent mathematics courses and success in assigned courses through targeted instruction connected to current grade‑level or course expectations.
• Collect evidence of student learning during taught and modeled lessons, communicate results to classroom teachers, and use subsequent coaching conversations to refine instruction.
• Perform…