Building Math Coach

Position: Building Based Math Coach
This position will be a 9-month temporary Math Coach for the  school year with a 15-day extra work agreement. The extra days beyond the nine months shall be used to train teachers, develop units of instruction and materials to support instruction, as determined by school data, and receive professional learning.

MINIMUM QUALIFICATIONS:

The Alabama Numeracy Act mathematics coach shall have all the following minimum qualifications:

* Hold a valid Alabama professional certificate in early childhood education, elementary education, or special education.

* Have a minimum of five years' experience as an early childhood education, elementary education, or special education teacher.

* Demonstrate expertise, as attested by a current or former employing city or county 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.

Job Title - Math Instructional Coach

Supervised by/

Reports to:

Principal

FLSA Status:
Exempt

Job Goals:

* To improve academic skills and 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 so that all students learn and achieve at the highest levels.

Qualifications:

* Bachelor's degree or higher from an accredited college or university. Master's degree preferred.

* Valid Alabama teaching certificate in an appropriate area as identified by the Alabama State Department of Education.

* Successful completion of Office of Math Improvement or Alabama Math Science Technology Initiative (AMSTI) training or other suitable specialized training.

* Minimum three (5) years successful teaching experience.

* 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 supervision, 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.

* Demonstrated 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 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 for students and staff.

* Utilizes innovative teaching techniques and technology as a teaching tool to plan and provide instruction; acts as a facilitator for students in the use of technology in the classroom.

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

* Provides specialized instruction…