Elementary Math Coach

AnANAbuilding-basedmathematicscoachshallhaveallthefollowingminimumqualifications:

a.Holdavalid Alabamaprofessionalcertificateinearlychildhoodeducation,elementary education,orspecialeducation.

b.Haveaminimumoffive years’experienceasanearlychildhoodeducation,elementary education,orspecialeducationteacher.

c.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.

d.Holdamaster’sdegreeorhavecompletedprofessionaldevelopmentrecommendedbythe Elementary Mathematics Task Force  or both.

To ensure all students are proficient on or above grade-level mathematics by the end of fifth grade, the duties and responsibilities of the building-based mathematics coach outlined in the ANA will include the following:

a.Supportingtheimprovementofinstructionwithanemphasison

Tier1instructiontoensurestudentsdonotfallbehind.

b.Collaboratingwiththeschoolprincipalandfacultytoestablishandimplementastrategicplanforcoachingandmathematics instruction to improve student achievement in mathematics.

c.Facilitatingschoolwidemathematicsprofessionallearning,including job-embeddedassistanceusingcoachingstrategies,including joint preplanning, modeling lessons, co-teaching lessons, targeted observation to collect data and debriefing.

d.Modelingevidence-basedmathematicsinstructionalandinterventionstrategiesforteachers.

e.Mentoringandcoachingteacherscontinuously.

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

g.MonitoringtheprogressofK-5studentsinmathematicsthroughbenchmarkformativeassessmentsatleastthreetimesperyearand making recommendations for modifying instruction based on the individual needs of students and trends in student data.

h.Focusingsolelyasamathematicscoachforschoolswithelementarygradestudents.

i.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.

j.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 workinpartnership with teachers to provide real-time feedback and make next-step instructional decisions based on the student evidence.

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

l.Assisting teachers in administering earlynumeracyscreeners or diagnostic assessments, orboth, in Grades K-2.The assistance of a mathematics coach may not exceed two hours per week.

m.Assisting teachers with administering fractional reasoning screeners or diagnostic assessments, or both, for students in Grades 4 and 5, subject to legislative appropriation. The assistance of a mathematics coach may not exceed two hours per week.

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

o.Participating actively and cooperatively in any OMI 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.

p.Engaginginongoinglearningopportunitiestogrowinknowledge,skills,andexpertiseinmathematics.

q.Facilitating the use of assessment data in all tiers of mathematics instruction to assist in making decisions that will movestudents to higher levels of performance in mathematics.

r.Planning or facilitating, or both, professional learning opportunities that will assist teachers in targeting student deficits; facilitate professional conversations; foster student engagement; assess student learning; reflect on professional practice; and identify next learning steps to achieve state, district, and school goals in mathematics.

s.Recordingjobdutiesandtimespentwithteachersonastate-specifiedelectronicplatform.

t.Supporting teachers in the authentic integration of computer science and computational thinking concepts within the mathematics classroom.