Math Teacher Collaboration Facilitator Grades K-5

Openings as of 5/21/2026 force display?

True Openings as of 5/21/2026 Math Teacher Collaboration Facilitator Grades K-5

JobID:

2761

Position Type:

Elementary School Teaching Date Posted:

5/20/2026

Location:

St. Martin Parish Schools District Office Math Teacher Collaboration (TC) Facilitator St. Martin Parish School Board Position Overview The Math Teacher Collaboration (TC) Facilitator serves as an instructional leader at assigned CIR or UIR-A schools to support mathematics achievement through teacher collaboration, instructional coaching, and implementation of high-quality instructional materials (HQIM) aligned to the Louisiana Department of Education High-Quality Professional Learning (HQPL) Cycle. Key Responsibilities Facilitate weekly Teacher Collaboration meetings focused on mathematics instruction and student achievement. Support teachers with HQIM lesson planning, data analysis, and instructional improvement. Provide job-embedded coaching and model effective math instructional practices. Collaborate with school and district leaders to support numeracy initiatives and professional learning. Promote alignment to Louisiana Student Standards for Mathematics and support use of assessment data to guide instruction. Maintain documentation of collaboration meetings, goals, and teacher progress. Participate in required district and LDOE professional development activities. Qualifications Bachelor's degree in Education or a related field required; Master's degree preferred. Valid Louisiana teaching certificate. Minimum of three (3) years of successful mathematics teaching experience. Knowledge of Louisiana Student Standards for Mathematics, HQIM, numeracy development, and math assessments. Experience facilitating teacher collaboration, instructional coaching, or professional learning. Strong communication, leadership, coaching, and facilitation skills. Email To A Friend Print Version Postings current as of 5/21/2026 2:02:52 AM CST. Powered by Aspex Solutions

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