ANA Elementary Math Coach (10 month) 2026-2027

ANA Elementary Math Coach (10 month) 2026-2027 Fort Mitchell, AL Job Details $48,245 - $98,300 a year 4 hours ago Qualifications Record keeping Community engagement Student performance assessment strategies Professional development facilitation in schools Teaching math 5 years Strategic planning in education Teacher mentoring for professional development Teaching Certification Early childhood education Student performance data analysis Elementary Education Teaching Certification Master's degree Teacher coaching Working with students with special education needs Lesson planning Elementary school teaching Data collection Senior level Training Collaborative teaching Technical Proficiency Special Education Certification K-12 education instructional development Full Job Description

RUSSELL COUNTY SCHOOLS ANA BUILDING-BASED MATHEMATICS COACH JOB DESCRIPTION QUALIFICATIONS

(1) Hold a valid Alabama professional certificate in early childhood education, elementary education, or special education. (2) Have a minimum of five years' experience as an early childhood education, elementary education, or special education teacher. (3) Must meet background clearance requirements as specified by Alabama Statutes and State Board of Education regulations. (4) 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. (5) Hold a master's degree or have completed professional development recommended by the Elementary Mathematics Task Force or both.

KNOWLEDGE, SKILLS AND ABILITIES

KNOWLEDGE is required to perform advanced math; read technical information, compose a variety of documents, and/or facilitate group discussions: and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: lesson planning; instructional materials and community resources. SKILLS are required to perform multiple, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard equipment; planning and managing projects; and using pertinent software applications. ABILITY is required to schedule a significant number of activities, meetings, and/or events; collate data and use basic, job-related equipment.

REPORTS TO

Principal

JOB GOAL

To ensure all students are proficient on or above grade-level mathematics by the end of fifth grade.

SUPERVISES

N/A

PERFORMANCE RESPONSIBILITIES

(1) Supporting the improvement of instruction with an emphasis on Tier l instruction to ensure students do not fall behind. (2) 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. (3) 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. (4) Modeling evidence-based mathematics instructional and intervention strategies for teachers. (5) Mentoring and coaching teachers continuously. (6) Assisting teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities. (7) 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. (8) Focusing solely as a mathematics coach for schools with elementary grade students. (9) 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. (10) 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 (11) Assisting teachers in using formative assessments and analyzing student work to identify students with misconceptions, students exhibiting characteristics of dyscalculia, and students needing acceleration (12) 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. (13) 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. (14) Advocating, planning, and coordinating opportunities, in conjunction with the principal, for school-based family and community engagement in mathematics. (15) 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. (16) Engaging in ongoing learning opportunities to grow in knowledge, skills, and expertise in mathematics. (17) 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. (18) Planning or facilitating, or both, professional learning opportunities that will assist teachers in targeting student deficits; facilitate professional conversations; foster student engagement; assess sh1dent learning; reflect on professional practice; and identify next learning steps to achieve state, district, and school goals in mathematics. (19) Recording job duties and time spent with teachers on a state-specified electronic platform. (20) Supporting teachers in the authentic integration of computer science and computational thinking concepts within the mathematics classroom.

PHYSICAL REQUIREMENTS

Light Work:

Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects.

TERMS OF EMPLOYMENT

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. The ANA building based mathematics coaches may not perfom1 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.

EVALUATION

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. Performance of this job will be evaluated in accordance with provisions of the Board's policy on evaluation of personnel.