Find & Apply For Math Teacher Jobs in Upper Marlboro, Maryland

The Math Instructional Coach provides leadership, coaching, and instructional support to strengthen mathematics teaching and improve student achievement. The coach works collaboratively with mathematics teachers, school leaders, and support staff to ensure that instruction is standards-aligned, data-driven, rigorous, and responsive to students' individual learning needs. The Math Instructional Coach serves as a non-evaluative thought partner who builds teachers' instructional capacity through modeling, observation, feedback, co-planning, professional learning, and ongoing coaching cycles. This individual will play a critical role in advancing the school's mathematics priorities and "Protecting the Winning Streak" through consistent systems, high-quality instruction, and a commitment to continuous improvement.

Essential Duties and Responsibilities:

Establish trusting, collaborative, and non-evaluative coaching relationships with mathematics teachers. Facilitate individual and team-based coaching cycles based on teacher needs, student-performance data, and schoolwide priorities. Conduct classroom observations and learning walks to identify instructional strengths, trends, and areas for growth. Provide teachers with timely, specific, and actionable feedback. Model effective instructional practices and facilitate co-teaching opportunities. Support teachers with lesson planning, instructional delivery, differentiation, assessment, and classroom management. Assist teachers in implementing research-based strategies that promote mathematical reasoning, problem-solving, discourse, and conceptual understanding. Support new and developing teachers with curriculum implementation, instructional routines, and professional growth.

Curriculum and Instruction:

Support the implementation of the PGCPS mathematics curriculum and Maryland College and Career Ready Standards. Assist teachers in developing rigorous, standards-aligned lessons and learning experiences. Support vertical alignment among Algebra I, Geometry, Algebra II, and advanced mathematics courses. Help teachers identify prerequisite skills and address unfinished learning without reducing grade-level rigor. Promote the effective use of manipulatives, technology, mathematical models, and other instructional resources. Support consistent implementation of schoolwide instructional expectations across the Mathematics Department. Collaborate with special educators, English-language-development staff, and other support personnel to improve access to mathematics instruction for all students.

Data Analysis and Progress Monitoring:

Facilitate regular analysis of formative, interim, benchmark, state, SAT, and classroom assessment data. Help teachers identify trends, instructional gaps, and students requiring additional support or enrichment. Work with teachers to develop and monitor targeted instructional interventions. Maintain systems for tracking student progress toward course standards and schoolwide mathematics goals. Assist the Mathematics Department in developing, implementing, and monitoring its Department Performance Plan. Support teachers in creating common assessments and using the results to adjust instruction. Monitor Algebra I readiness and performance, mathematics proficiency, SAT mathematics achievement, and other identified school priorities.

Professional Learning and Collaboration:

Plan and facilitate professional learning aligned with schoolwide goals and identified teacher needs. Lead collaborative planning, data-analysis meetings, lesson studies, and professional learning communities. Identify and share effective mathematics resources, instructional strategies, and best practices. Encourage teacher reflection, collective responsibility, and continuous professional growth. Collaborate with school administrators and department leadership to identify instructional priorities and determine appropriate supports. Participate in district-sponsored training and remain current on developments in mathematics instruction, assessment, and coaching.

Intervention and Student Support:

Collaborate with teachers and administrators to design mathematics intervention and acceleration plans. Support the development and implementation of tutoring, extended-learning, and academic-recovery opportunities. Assist with identifying students who need targeted support based on multiple sources of data. Monitor the effectiveness of interventions and recommend adjustments when students are not demonstrating sufficient progress. Support instructional strategies that increase student engagement, confidence, perseverance, and ownership in mathematics.

Qualifications Required:

Bachelor's degree from an accredited college or university. Valid teaching certification in secondary mathematics or a related field. Minimum of three years of successful mathematics teaching experience. Demonstrated knowledge of standards-based mathematics instruction, assessment, and curriculum development. Evidence of successfully using student data to improve instruction and achievement. Strong communication, collaboration, organization, and interpersonal skills. Ability to develop positive and trusting relationships with teachers, students, administrators, and families. Commitment to equity and the belief that all students can achieve at high levels in mathematics.

Preferred:

Master's degree in mathematics education, curriculum and instruction, educational leadership, or a related field. Five or more years of successful secondary mathematics teaching experience. Previous experience as an instructional coach, department chair, teacher leader, or professional-development facilitator. Experience teaching Algebra I and other high school mathematics courses. Knowledge of SAT mathematics standards, Advanced Placement programming, and Maryland mathematics assessments. Experience facilitating professional learning communities and instructional coaching cycles. Familiarity with Multi-Tiered Systems of Support, differentiated instruction, and evidence-based mathematics interventions. Knowledge, Skills, and Abilities The successful candidate will demonstrate: Deep knowledge of secondary mathematics content and pedagogy. Ability to analyze multiple sources of qualitative and quantitative data. Skill in modeling effective instruction and providing actionable feedback. Ability to facilitate adult learning and support teachers at varying levels of experience. Strong problem-solving and decision-making skills. Ability to maintain confidentiality and exercise professional judgment. Capacity to manage multiple responsibilities and meet established deadlines. A reflective, solutions-oriented, and growth-focused mindset. A strong commitment to consistency, accountability, collaboration, and continuous improvement. Performance Expectations Success in this position will be measured by: Improved quality and consistency of mathematics instruction. Increased mathematics proficiency and student academic growth. Improved Algebra I and SAT mathematics performance. Effective implementation of coaching cycles and professional learning. Increased teacher capacity to plan, deliver, assess, and adjust rigorous instruction. Consistent use of common assessments and student data to guide instructional decisions. Effective intervention and progress-monitoring systems. Positive and productive relationships with teachers, students, and school leaders.

Pay:

$62,291.00 - $131,408.00 per year

Benefits:

401(k) Dental insurance Health insurance Life insurance Paid time off Retirement plan Vision insurance

Work Location:

In person