Mathematical Achievement Fund; MAF Coach​/Interventionist, BCMS

Job Details

Job : 5744230

Final date to receive applications: Posted until filled

Posted: May 28, 2026 4:00 AM (UTC)

Starting Date: Jul 1, 2026

JOB TITLE: Mathematical Achievement Fund (MAF) Coach/Interventionist

AKA: Math Coach, Bath Co Middle School

Note: This position is grant funded and will be reviewed yearly when funding is secured.

• Valid Kentucky Teacher Certificate
• Rank II or higher
• Five or more years of certified mathematics teaching experience
• Classroom instruction, assessment practices, and professional interactions reflecting current research-based practices and a desire for continuous learning

• Intensive professional learning on the KAS for Mathematics utilizing resources for (Use the "Apply for this Job" box below)..org
• Intensive professional learning in mathematics coaching sessions; KCM will support mathematics coaches in between coaching sessions and provide feedback on the coaching model utilizing the Kentucky Mathematics Innovation Tool.
• Intensive professional learning in cognitive coaching (8 days of professional learning)
• Enrollment and completion of the elementary mathematics endorsement (University of Louisville 15 hours)

The mathematics coach will improve mathematics teaching practices by working with teachers in their classrooms:

• Observing and providing feedback to teachers
• Modeling appropriate evidence-based instructional practices
• Conducting workshops or institutes
• Establishing professional learning communities
• Ensuring high-quality instructional resources are aligned with the Kentucky Academic Standards for Mathematics to meet the needs of primary students and other students who are struggling to meet grade-level standards in mathematics

• Best practices in instruction
• Leadership skills regarding coaching adult learners
• Ability to design professional learning aligned to High Quality Professional Learning
• Ability to determine whether instructional resources are aligned to the KAS for Mathematics and provide next instructional steps
• Kentucky Academic Standards for Mathematics
• Kentucky’s accountability system
• Analyzing school/student data to make data-driven decisions

Responsibilities in year one and two of the grant:

• Serve on the MTSS team to align the school's systems, data, and practices with the essential six elements of KYMTSS and provide data to KDE at least twice per year
• Provide detailed information about individual students to inform next steps for instruction or intervention
• Provide guidance on diagnostic assessment, intervention selection, implementation fidelity, and progress monitoring for tier two and tier three services
• Meet regularly (at least once per month) with the school principal to address the mathematics vision; the coach will not evaluate classroom teachers
• Submit a detailed schedule to the KDE for feedback and approval each fall
• Be evaluated by and report to a district-level supervisor (Chief Academic Officer)
• May not serve as a substitute teacher or classroom teacher

Responsibilities in year one of the grant:

• Develop a shared vision with the school on mathematics teaching aligned to KAS; involve teachers in planning, observation, feedback, and reflection; facilitate collaborative teacher interaction
• Collaborate with teachers for planning
• Co-facilitate professional learning for 100% of the mathematics teachers within the school
• Ensure instructional resources are aligned to the KAS for Mathematics
• Spend at least 50% of the instructional day in classrooms to improve mathematics teaching practices

Responsibilities in year two of the grant and beyond:

• Refine the shared vision for mathematics teaching
• Collaborate with teachers for planning
• Lead school-wide professional learning for 100% of the mathematics teachers
• Spend at least 50% of the instructional day in classrooms to improve teaching practices

Per KRS 158.844, the Kentucky Board of Education administrative regulations establish the minimum annual evaluation process for grant recipients. The mathematics coach role is to improve mathematics teaching practices in support of the school s mathematics vision. Data collection includes student performance, teacher practices, coach activities, and school-wide outcomes.

• Student data: longitudinal and progress data, formative/diagnostic/summative assessments
• Teacher data: evaluation of evidence-based instructional practices
• Mathematics Coach data: hours of professional learning and endorsement progress
• School-wide data: family involvement, principal involvement, and sustainability

Indoor, environmentally controlled. Typical office environment. May involve working with the public, parents, and children. May require dealing with conflict and use of sound judgment.

Physical Demands:

• Light lifting
• Sitting for long periods
• Hand and finger dexterity
• Repetitive movement
• Standing and walking intermittently

Travel Requirements:

• Less than 10% out of…