Math Coach (SHS)

Job Description Title - Math Coach

(Alabama Numeracy Act K-5 Building-Based Math Coach)

Reports To: Principal and Assistant Principal

FLSA Designation: Exempt

Job Goal: To implement steps to improve mathematics proficiency for K-5 grade students and monitor student progress under the Alabama Numeracy Act 2022-249

Minimum Qualifications:

A A. Hold a valid Alabama professional educator certificate in early childhood education, elementary education, or special education.

B B. Have a minimum of five years of experience as an early childhood, elementary, or special education teacher.

C. 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.

D. Hold a master's degree or have completed professional development recommended by the Elementary Mathematics Task Force, or both.

Skills and Physical Abilities:

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.

• • The teacher is regularly required to speak, listen walk, stand, sit, use hands for fine manipulation, handle or feel, and reach with hands and arms using a keyboard and video display.
• • The teacher may occasionally be required to stoop, kneel, lift and/or move up to 50 pounds.
• • Specific vision abilities required by this position include close vision, distance vision, ability to focus, and peripheral vision.

Performance Responsibilities and Essential Functions:

To ensure all students are proficient on or above grade-level mathematics by the end of fifth grade, the duties and responsibilities of the building-based mathematics coach will include the following:

1 1. Supporting the improvement of instruction with an emphasis on Tier I instruction to ensure students do not fall behind.

2 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 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 4. Modeling evidence-based mathematics instructional and intervention strategies for teachers.

5 5. Continuously mentoring and coaching teachers.

6 6. Assisting teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities.

7 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 8. Focusing solely as a mathematics coach for schools with elementary grade students.

9 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.

1 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.

1 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.

1 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.

1 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.

1 14. Advocating, planning. and coordinating opportunities, in conjunction with the principal, for school-based family and community engagement in mathematics.

1 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.

1 16. Engaging in ongoing learning opportunities to grow knowledge, skills, and expertise in mathematics.

1 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.

1 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.

1 19. Recording job duties and time spent with teachers on a state-specified electronic platform.

2 20. Supporting teachers in the authentic integration of computer science and computational thinking concepts within the mathematics classroom.

2 21. Perform other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the school.

In all professional and personal relations, teachers shall be held in observance of a course of conduct consistent with the ethics of the teaching profession.

Terms of employment: 202-days

Daily work schedule will be determined by the principal or his/her designee. Additional 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.

Salary:

Approved salary schedule for 10-Month Teachers is located on the Human Resources webpage.

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 AMSTI Regional Specialists and monitored by OMI Regional Coordinators according to specifications outlined in the ANA.

This job description describes the general nature and level of work performed by employees assigned to this position. It is not intended to be an exhaustive list of all job goals, qualifications, and responsibilities. The employee may be required to perform other related duties as assigned. The Blount County Board of Education reserves the right to amend the job description as needed.

THE BLOUNT COUNTY BOARD OF EDUCATION IS AN EQUAL OPPORTUNITY EMPLOYER and does not discriminate based on age, race, color, sex, sexual orientation, religious preference, marital status, disability, national origin, or any other reason prohibited by state or federal law. Employees of the District are required to comply with the provisions of Title VII of the Civil Rights Act and Title IX of the 1972 Educational Amendments. Blount County Board of Education 415 5th Ave East, Oneonta, AL 35121