Building-Based Mathematics Coach Jobs

Assignment is for the 2023-24 school year only. Assignment for subsequent years is contingent upon continuous funding. Tenured teachers may be reassigned to a 9-month teaching position for the following school term if funding is not available.

ROLE OF THE BUILDING-BASED MATHEMATICS COACH: Per the Alabama Numeracy Act 2022-249 (ANA), the ANA building-based mathematics coaches may not perform administrative duties, serve in administrative roles, serve as a substitute teacher, serve as a testing coordinator, serve as an interventionist, or perform any other school duties not focused on coaching or the mathematics improvement of students during the instructional day (ANA, page 28).

The duties include but are not limited to:

• Mentoring and coaching teachers continuously.
• Supporting teachers in the authentic integration of computer science and computational thinking concepts within the mathematics classroom.
• Collaborating with the school principal and faculty to establish and implement a strategic plan for coaching and mathematics instruction to improve student achievement in mathematics.
• Assisting teachers in administering early numeracy screeners or diagnostic assessments, or both, in Grades K-2. The assistance of a mathematics coach may not exceed two hours per week.
• Focusing solely as a mathematics coach for schools with elementary grade students.
• Facilitating the use of assessment data in all tiers of mathematics instruction to assist in making decisions that will move students to higher levels of performance in mathematics.
• Model evidence-based mathematics instructional and intervention strategies for teachers.
• Facilitating schoolwide mathematics professional learning, including job-embedded assistance using coaching strategies, including joint preplanning, modeling lessons, co-teaching lessons, targeted observation to collect data, and debriefing.
• Recording job duties and time spent with teachers on a state-specified electronic platform.
• Engaging in ongoing learning opportunities to grow in knowledge, skills, and expertise in mathematics.
• 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 work in partnership with teachers to provide real-time feedback and make next-step instructional decisions based on the student's evidence.
• Assisting teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities.
• 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.
• Advocating, planning, and coordinating opportunities in conjunction with the principal, for school-based family and community engagement in mathematics.
• Assisting teachers in using formative assessments and analyzing student work to identify students with misconceptions, students exhibiting characteristics of dyscalculia, and students needing acceleration.
• 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.
• 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.
• Participating actively and cooperatively in any OMI regional coordinator and Alabama Mathematics, Science, and Technology Initiative (AMSTI) regional mathematics specialist visits and professional learning to meet agreed-upon personal outcomes and all school, district, and state-established mathematics goals.
• Support the improvement of instruction with an emphasis on Tier 1 instruction to ensure students do not fall behind.
• Monitoring the progress of K-5 students in mathematics through benchmark formative assessments at least three times per year and making recommendations for modifying instruction based on the individual needs of students and trends in student data.

MINIMUM QUALIFICATIONS:

Hold a valid Alabama professional certification in Early Childhood Education, Elementary Education, or Special Education.

Hold a master's degree or have completed professional development recommended by the Elementary Mathematics Task Force, or both.

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

Must demonstrate expertise, as attested by a current or former employing district, in mathematics instruction and intervention, and early numeracy interventions, including dyscalculia interventions.

Must possess effective oral and written communication skills.

Must possess effective time management and organizational skills.

Must possess a high level of integrity and commitment to job responsibilities.

Must possess knowledge of mathematical content and learning theory.