Alabama Numeracy Act (ANA) Math Coach – PRINCETON Position Available In Jefferson, Alabama

Alabama Numeracy Act (ANA) Math Coach – PRINCETON Birmingham City Schools Birmingham, AL

JOB TITLE

Alabama Numeracy Act (ANA) Mathematics Coach

REPORTS TO

Principal

WORK DAYS

10 Months (204 Days) SALARY Certified Schedule 25 Level 1-4 ($50,039 -$100,402)

LOCATION

Central Office FLSA Status:

EXEMPT X NON EXEMPT JOB DESCRIPTION

Building-based mathematics coaches as designated by the ANA will be evaluated according to quantitative and qualitative data measures. Summative and formative student assessment data, surveys, and site visit reports will be used in determining ANA mathematics coaches’ effectiveness. Support for ANA mathematics coaches will be provided by Alabama Mathematics, Science, and Technology Initiative (AMSTI) Regional Specialists and monitored by Office of Mathematics Improvement (OMI) Regional Coordinators according to specifications outlined in the ANA. This position is non-tenured and based on yearly funding from the Alabama Department of Education.

DUTIES AND RESPONSIBILITIES

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: Supporting the improvement of instruction with an emphasis on Tier 1 instruction to ensure students do not fall behind. 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. 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. Modeling evidence-based mathematics instructional and intervention strategies for teachers. Mentoring and coaching teachers continuously. Assisting teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities. 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. Focusing solely as a mathematics coach for schools with elementary grade students. 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. 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 evidence. Assisting teachers in using formative assessments and analyzing student work to identify students with misconceptions, students exhibiting characteristics of dyscalculia, and students needing acceleration. 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. 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. Advocating, planning, and coordinating opportunities, in conjunction with the principal, for school-based family and community engagement in mathematics. 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. Engaging in ongoing learning opportunities to grow in knowledge, skills, and expertise in mathematics. 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. 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. Recording job duties and time spent with teachers on a state-specified electronic platform. Supporting teachers in the authentic integration of computer science and computational thinking concepts within the mathematics classroom. Perform other duties as assigned

REQUIRED QUALIFICATIONS

an ANA building-based 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.

EMPLOYMENT TERMS

As per the ANA, building-based mathematics coaches shall be employed as ten-month employees. 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.

SELECTION

Districts must carefully consider the qualifications of each building-based mathematics coach to ensure alignment with the

ANA. SUCH ALTERNATIVES TO THE ABOVE QUALIFICATIONS AS THE BOARD MAY REQUIRE. APPLICATION REQUIREMENTS

Completed Application (HireTrue) Resume (uploaded to application) Three (3) returned References (HireTrue) •

PLEASE ENSURE ALL INFORMATION IS CURRENT WITHIN A 6 MONTH PERIOD

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PHYSICAL REQUIREMENTS

Physical strength, mobility, dexterity, stamina, and acuity are required to perform job responsibilities.

REVISED:

June 2024

Please Note:

All candidates must submit to a background check (https://www.cogentid.com/al/index_adeNew.htm). Employment is contingent upon candidate meeting suitability criteria as established by Alabama State Department of Education. The Birmingham Board of Education does not discriminate on the basis of age, race, color, sex, sexual orientation, religious preference, marital status, disability, national origin, or any other reason prohibited by state or federal law. Employees of the District are required to comply with the provisions of Title VII of the Civil Rights Act and Title IX of the 1972 Educational Amendments. Birmingham Board of Education is required by state law to verify the employment eligibility of newly hired employees by using the federal E-Verify program. New employees are required to provide a Social Security number, an unexpired identity document that contains a photograph, and other acceptable documents that establish employment eligibility. In addition to determining whether a new hire is authorized to work in the United States, E-Verify will confirm that the employee’s name and Social Security number match.