Secondary Math Coach

Secondary Math Coach

Madison City Schools (AL) Liberty Middle - Madison, Alabama

Job : 5733757

Final date to receive applications: Posted until filled

Posted: May 22, 2026 5:00 AM (UTC)

Starting Date: To Be Determined

Job Goal: To positively impact student learning by supporting, guiding, and coaching teachers in implementing best practices for secondary mathematics instruction.

• Minimum of a B.S. Degree in the area of math education; master’s degree preferred.
• Minimum of 3 years of successful teaching experience in mathematics.
• Valid Alabama State Department of Education professional educator certificate in secondary mathematics.
• Must meet the model of the "Every Student Succeeds Act" as it pertains to highly qualified teachers.
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

FLSA Status: Exempt

Reports to: Principal or Appropriate Supervisor

Background Check

Required:

(Ala. Code §§ 16-22A-5 ) Upon offer of employment, employees will be required to submit legible fingerprints for a background review by the Alabama Bureau of Investigation and the Federal Bureau of Investigation. Background checks may not be more than ten (10) years old.

• Demonstrate expertise, as attested by a current or former employing county or city superintendent of education, in mathematics instruction and interventions
• Knowledge of content, curriculum, methods, materials, best practices and instructional technology
• Knowledge of student academic growth and development applicable to the students' grade level
• Knowledge of school's program of studies related to mission, goals, and organization
• Strong leadership skills and capabilities of leading adult learners to produce student results and growth
• Ability to apply knowledge of current research and theory of instructional programs as well as best practices in classroom instruction
• Ability to analyze and interpret data
• Ability to create and facilitate professional development
• Ability to organize, plan, and take initiative to work independently and with teachers while exhibiting a high level of commitment to their responsibilities
• Display exceptional abilities to work with both adults and students
• Exhibit oral and written strength and skills in communication and professionalism
• Ability to use and manage technology including, but not limited to e‑mail, internet, Google Suites for Education, videos, professional social media, iPads, student learning sites, etc.
• Knowledge and understanding of the school system rules, administrative procedures, local board policy, and state and federal rules and regulations
• Demonstrate characteristics of an ongoing learner
• Possess the physical and emotional ability to fulfill the expected employment

• Provide comprehensive instructional support to secondary teachers, focusing on the mathematics curriculum and tiered instruction, specifically Tier 1 instruction.
• Collaborate with school leadership and/or district leadership to establish and implement plans for coaching and mathematics instruction to support student achievement in mathematics
• Facilitate school/district wide mathematics professional learning, including job‑embedded assistance using coaching strategies, including joint planning, modeling lessons, co‑teaching lessons, targeted observation to collect data, and debriefing, enhancing instructional practices
• Plan, model and/or co‑teach evidence‑based mathematics instructional and intervention strategies for teachers
• Continuously mentor and coach teachers
• Monitor the progress of secondary students in mathematics through benchmark assessments and make recommendations for modifying instruction based on the individual needs of students and trends in student data
• Collaborate 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
• Collaborate with grade‑level teams to develop rigorous tasks, lessons, assessments aligned with grade‑level mathematics content standards; to facilitate the analysis…