Elementary Math Coach

Approved June 2023

TITLE:

Alabama Numeracy Act K-5 Building Based Math Coach

JOB GOAL

To improve mathematical skills in schools through collaborative professional development, coaching of teachers, demonstration of lessons, data analysis, and modeling of effective instruction. To improve teacher practice so that all students learn and achieve at the highest levels.

FLSA STATUS

Exempt

REPORTS TO

Elementary Coordinator, Principal

MINIMUM QUALIFICATIONS

1. Valid Alabama teaching certificate in an appropriate area as identified by the Alabama State Department of Education. 2. Minimum five (5) years successful teaching experience in early childhood education, elementary education, or special education. 3. Ability to meet suitability criteria for employment and/or certification/licensure under the Alabama Child Protection Act of 1999 and Act No. 2002-457. 4. Demonstrate expertise, as attested by a current or former employing county or city superintendent of education, in mathematics instruction and intervention and early numeracy interventions, including dyscalculia interventions. 5. Holds a master's degree or successful completion of professional development recommended by the Elementary Mathematics Task Force. 6. Knowledge of and ability to implement effective instruction, effective instructional planning, and the use of formative and summative assessment data to inform instruction. 7. Knowledge of and ability to plan and implement effective teacher coaching and professional development practices. 8. Ability to apply knowledge of current research and theory to instructional programs. 9. Ability to plan and implement lessons and professional development based on system and state courses of study and the needs and abilities of students. 10. Ability to establish and maintain effective relationships with students, teachers, and administrators. 11. Demonstrated proficiency in oral and written communication skills. 12. Ability to identify and solve problems as a productive team member. 13. Ability to use technology to communicate, to plan and provide instruction, to facilitate student learning, to manage data, and to produce/submit required reports, correspondence, and/or financial information. 14. Physical strength, mobility, dexterity, stamina, and acuity to perform job responsibilities. 15. Ability to be punctual and in regular attendance. 16. Such alternatives to the above qualifications as the Board may require.

PERFORMANCE RESPONSIBILITIES AND ESSENTIAL FUNCTIONS

1. Demonstrates support for the school system, its purpose, direction, and priorities. 2. Demonstrates knowledge of the state approved curriculum, intervention strategies, school improvement plans, and effective professional development delivery techniques. 3. Supporting the improvement of instruction with an emphasis on Tier 1 instruction to ensure students do not fall behind. 4. 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. 5. Demonstrates knowledge of current educational research and best instructional practices. 6. Modeling evidence-based mathematics instructional and intervention strategies for teachers. 7. Demonstrates professionalism in appearance and in attitude at all times. 8. Continuously mentoring and coaching teachers utilizing a variety of coaching strategies to differentiate support for teachers, both individually and in groups. 9. Provides specialized instruction for struggling students as required. 10. Uses age-appropriate instructional strategies in all tiers of instruction to improve students' skills in subject area(s) as assigned. 11. Supports school and system mathematics efforts to reach the goal of students performing at or above proficiency in all areas. 12. Actively participates in and works with other school personnel in planning effective instructional goals, objectives, methods, and curriculum. 13. Participates in and/or leads professional growth and development activities for the purpose of improving instruction, including staff meetings, in-services and staff development activities as required or assigned. 14. Develops and uses assessment strategies (traditional and alternative) to assist the continuous development of learners. 15. Interprets and uses data (including but not limited to standardized and other test results) for diagnosis, instructional planning, and program evaluation. 16. Communicates high learning expectations for all students. 17. Communicates effectively, orally and in writing, with other professionals, students, parents, and community. 18. Works collaboratively with other teachers in curriculum development, instructional planning, special activities and sharing ideas and resources. 19. Engages in continuing improvement of professional knowledge and skills. 20. Keeps abreast of developments in instructional methodology, learning theory, curriculum trends and content. 21. Acts in a professional and ethical manner and always adheres to professional standards. 22. Serves on committees, task forces, planning teams, and advisory groups to improve student achievement. 23. Supervises and/or assists with extracurricular and co-curricular activities as assigned. 24. Supports school improvement initiatives by active participation in school activities, events, ceremonies, services, and programs. 25. Advocating, planning, and coordinating opportunities, in conjunction with the principal, for school-based family and community engagement in mathematics. 26. Maintains appropriate confidentiality regarding student/school/workplace matters. 27. Demonstrates initiative in identifying potential problems and/or opportunities for improvement in areas of responsibility. 28. Reports potential problems, unusual events, or work irregularities to appropriate administrative or supervisory personnel. 29. Responds to inquiries, requests, constructive feedback, concerns and/or complaints in a timely and positive manner. 30. Maintains and submits reports, records, and correspondence in a timely and accurate manner. 31. Properly uses and cares for equipment and material resources of the school system and effectively supervises and monitors students in the care, maintenance, and use of tools, equipment, and inventory. 32. Actively and cooperatively participating in any Office of Mathematics Improvement (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. 33. Adheres to school system rules, administrative procedures, local Board policies, and state, federal, and local regulations. 34. Performs any other job-related duties as assigned by the Principal or Elementary Coordinator.

SALARY:

Based on the St. Clair County School System Salary Schedule

TERMS OF EMPLOYMENT

202 days (10 month)

EVALUATION

Performance will be evaluated according to board policy. Elementary Math Coach 4.5 4.5 out of 5 stars Ragland, AL Alabama State Department of Education 12 reviews Approved June 2023

TITLE:

Alabama Numeracy Act K-5 Building Based Math Coach

JOB GOAL

To improve mathematical skills in schools through collaborative professional development, coaching of teachers, demonstration of lessons, data analysis, and modeling of effective instruction. To improve teacher practice so that all students learn and achieve at the highest levels.

FLSA STATUS

Exempt

REPORTS TO

Elementary Coordinator, Principal

MINIMUM QUALIFICATIONS

1. Valid Alabama teaching certificate in an appropriate area as identified by the Alabama State Department of Education. 2. Minimum five (5) years successful teaching experience in early childhood education, elementary education, or special education. 3. Ability to meet suitability criteria for employment and/or certification/licensure under the Alabama Child Protection Act of 1999 and Act No. 2002-457. 4. Demonstrate expertise, as attested by a current or former employing county or city superintendent of education, in mathematics instruction and intervention and early numeracy interventions, including dyscalculia interventions. 5. Holds a master's degree or successful completion of professional development recommended by the Elementary Mathematics Task Force. 6. Knowledge of and ability to implement effective instruction, effective instructional planning, and the use of formative and summative assessment data to inform instruction. 7. Knowledge of and ability to plan and implement effective teacher coaching and professional development practices. 8. Ability to apply knowledge of current research and theory to instructional programs. 9. Ability to plan and implement lessons and professional development based on system and state courses of study and the needs and abilities of students. 10. Ability to establish and maintain effective relationships with students, teachers, and administrators. 11. Demonstrated proficiency in oral and written communication skills. 12. Ability to identify and solve problems as a productive team member. 13. Ability to use technology to communicate, to plan and provide instruction, to facilitate student learning, to manage data, and to produce/submit required reports, correspondence, and/or financial information. 14. Physical strength, mobility, dexterity, stamina, and acuity to perform job responsibilities. 15. Ability to be punctual and in regular attendance. 16. Such alternatives to the above qualifications as the Board may require.

PERFORMANCE RESPONSIBILITIES AND ESSENTIAL FUNCTIONS

1. Demonstrates support for the school system, its purpose, direction, and priorities. 2. Demonstrates knowledge of the state approved curriculum, intervention strategies, school improvement plans, and effective professional development delivery techniques. 3. Supporting the improvement of instruction with an emphasis on Tier 1 instruction to ensure students do not fall behind. 4. 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. 5. Demonstrates knowledge of current educational research and best instructional practices. 6. Modeling evidence-based mathematics instructional and intervention strategies for teachers. 7. Demonstrates professionalism in appearance and in attitude at all times. 8. Continuously mentoring and coaching teachers utilizing a variety of coaching strategies to differentiate support for teachers, both individually and in groups. 9. Provides specialized instruction for struggling students as required. 10. Uses age-appropriate instructional strategies in all tiers of instruction to improve students' skills in subject area(s) as assigned. 11. Supports school and system mathematics efforts to reach the goal of students performing at or above proficiency in all areas. 12. Actively participates in and works with other school personnel in planning effective instructional goals, objectives, methods, and curriculum. 13. Participates in and/or leads professional growth and development activities for the purpose of improving instruction, including staff meetings, in-services and staff development activities as required or assigned. 14. Develops and uses assessment strategies (traditional and alternative) to assist the continuous development of learners. 15. Interprets and uses data (including but not limited to standardized and other test results) for diagnosis, instructional planning, and program evaluation. 16. Communicates high learning expectations for all students. 17. Communicates effectively, orally and in writing, with other professionals, students, parents, and community. 18. Works collaboratively with other teachers in curriculum development, instructional planning, special activities and sharing ideas and resources. 19. Engages in continuing improvement of professional knowledge and skills. 20. Keeps abreast of developments in instructional methodology, learning theory, curriculum trends and content. 21. Acts in a professional and ethical manner and always adheres to professional standards. 22. Serves on committees, task forces, planning teams, and advisory groups to improve student achievement. 23. Supervises and/or assists with extracurricular and co-curricular activities as assigned. 24. Supports school improvement initiatives by active participation in school activities, events, ceremonies, services, and programs. 25. Advocating, planning, and coordinating opportunities, in conjunction with the principal, for school-based family and community engagement in mathematics. 26. Maintains appropriate confidentiality regarding student/school/workplace matters. 27. Demonstrates initiative in identifying potential problems and/or opportunities for improvement in areas of responsibility. 28. Reports potential problems, unusual events, or work irregularities to appropriate administrative or supervisory personnel. 29. Responds to inquiries, requests, constructive feedback, concerns and/or complaints in a timely and positive manner. 30. Maintains and submits reports, records, and correspondence in a timely and accurate manner. 31. Properly uses and cares for equipment and material resources of the school system and effectively supervises and monitors students in the care, maintenance, and use of tools, equipment, and inventory. 32. Actively and cooperatively participating in any Office of Mathematics Improvement (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. 33. Adheres to school system rules, administrative procedures, local Board policies, and state, federal, and local regulations. 34. Performs any other job-related duties as assigned by the Principal or Elementary Coordinator.

SALARY:

Based on the St. Clair County School System Salary Schedule

TERMS OF EMPLOYMENT

202 days (10 month)

EVALUATION

Performance will be evaluated according to board policy.