K-5 Building Level Math Coach

K-5 Building Level Math Coach

Qualifications:

1. Hold a valid Alabama professional educator certificate in early childhood education, elementary education, or special education.
2. Have a minimum of five years of experience as an early childhood, elementary, or special education teacher.
3. 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.
4. Hold a master's degree or have completed professional development recommended by the Elementary Mathematics Task Force, or both.
5. Excellent communication skills with outstanding presentation, interpersonal, and time management skills as evidenced by working well with colleagues and adult learners.  
6. Valid Alabama driver license, reliable transportation, and evidence of insurance.
7. Such alternatives to the above qualifications as the Board my find appropriate and acceptable.

Background Check Required: (HB 402 ACT 99-361 Alabama Legislature) Upon offer of employment, employees will be required to submit legible fingerprints for a background review by the Alabama Bureau of Investigation and the Federal Bureau Investigation.

FLSA STATUS:   Exempt

REPORTS TO:  Assistant Superintendent of Elementary Curriculum and Instruction; Building Principal

JOB GOALS:

1. To function solely as a mathematics coach for schools with students in elementary schools with supervision and strong support from district and building administrators. 
2. To implement, strengthen, and support the core instruction and intervention efforts  K-5.

 REQUIRED KNOWLEDGE SKILLS, and ABILITIES:

1. Possesses proficient knowledge of curriculum in the areas of math, science, and reading.
2. Possesses proficient knowledge of research-based instructional strategies.
3. Ability to interpret assessment data to drive instruction.
4. Ability to review and analyze data in order to make instructional decisions
5. Knowledge in a variety of instructional and intervention strategies and the ability to assist with implementation.
6. Knowledge of the RTI process and Tiered Instruction.
7. Understands and respects the confidential nature of specific information relating to the students.
8. Ability to communicate effectively within the educational community and with parents on a regular basis.
9. Ability to utilize instructional management systems which increases student learning and maximizes time on task.
10. Exhibits a strong commitment to help all children succeed.

Essential Duties and Responsibilities Applicable to All Employees:

• Attend on a regular and predictable basis.
• Complete assigned tasks in a safe manner and in a constant state of alertness.
• Uphold Board policies, including the anti-harassment program.
• Work in a cooperative manner with students, teachers, staff, supervisors, and the public.
• Work effectively and efficiently under time and productivity standards.

ESSENTIAL JOB FUNCTIONS:

In order to ensure measurable increases in student learning and application of mathematics, the Building Based Math Coach (BBMC) position is to spend full school days performing the following duties and responsibilities:

1. Supporting the improvement of instruction with an emphasis on Tier 1 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. Continuously mentoring and coaching teachers.
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 four and five, 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. 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.
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 student 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: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee frequently is required to stand, walk, sit, and talk or hear. Specific vision abilities required by this job include close vision, distance vision, color and peripheral vision, depth perception and ability to adjust focus. Light Work: Exerting up to 40 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects.

Mental Functions: While performing the duties of this job, the employee is frequently required to compare, analyze, communicate, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills and compile. Occasionally required to copy and negotiate.

ENVIRONMENTAL DEMANDS:

The environmental demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. Exposure to a variety of childhood and adult diseases and illnesses.

Occasional exposure to a variety of weather conditions. Exposure to heated/air conditioned and ventilated facilities. Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment. Function in a workplace that is usually moderately quiet but that can be noisy at times.

EMPLOYMENT:  This is a ten-month position (200 days).  Salary range is based upon the Board approved salary schedule.

EVALUATION:   Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of Certified Personnel.

Salary : $48,336 - $101,520