Math Instructional Coach -Brackett Elementary School

The vision of the Arlington Public Schools is to be an equitable educational community where all learners feel a sense of belonging, experience growth and joy, and are empowered to shape their own futures and contribute to a better world.

POSITION:                Instructional Coach - Mathematics (This posting is for the 2025-2026, but it may be possible for the person taking the role to start before the end of the current school year.)

LOCATION: Brackett Elementary School

POSITION GOAL:          Arlington instructional coaches are, first and foremost, “thought partners” with teachers. The goal of coaching work is to support teachers as lifelong learners who are continually refining their content and pedagogical knowledge and skills. Coaches achieve this through partnerships with teacher leaders, specialists, special educators, interventionists, other coaches, building-based leaders (principals and assistant principals), curriculum directors, and district administrators. 

QUALIFICATIONS:

• Relevant grade-level mathematics teacher certification preferred
• Five or more years of successful classroom teaching experience
• Instructional coaching experience preferred
• Deep knowledge of current curriculums and state frameworks
• Content and pedagogical understanding of developmentally appropriate mathematics
• Experience differentiating mathematics instruction
• Strong knowledge and understanding of Multi-Tiered System of Supports (MTSS)  and Universal Design for Learning (UDL)
• Ability to work collaboratively and effectively with teachers, staff, and leadership
• Experience providing professional development to adult learners
• Experience communicating with parents/guardians about how children learn mathematics
• Experience with standards-based assessment and effective use of student data
• Ability to analyze data and familiarity with spreadsheets
• Administer, score, and interpret diagnostic instruments
• Ability to discuss aggregated and disaggregated student learning data with teachers
• Ability to co-plan and co-teach lessons with classroom teachers consistent with the district-wide initiatives

PERFORMANCE RESPONSIBILITIES: 

• Primarily work in an elementary school as an instructional coach and is closely connected to school leaders, leadership teams, teachers, specialists, interventionists, and teaching assistants. 
• Deeply understand the school-specific contexts in which they work, which allows content and context-specific coaching to occur.
• Primarily work with teachers as thought partners in 1-on-1, small-group, and large-group configurations.
• Collaborate with specialists, interventionists, special educators, and teacher leaders to foster a “culture of coaching” and continual professional learning in each school building. With coaches working primarily with adult educators and specialists/interventionists working primarily with students, these educational professionals can collaboratively support the refinement and delivery of tiered instruction across grade levels. 
• Work directly with other instructional coaches, interventionists, and special educators to align monthly professional learning and curricular efforts. 
• Occasionally work directly with students as part of inquiry cycles and the regular modeling and co-teaching provided to support teachers’ refinement of practices.
• Connect regularly with their designated: 
• Role-alike coaches across schools with K-12 Mathematics and Computer Science Director (twice monthly, or as needed)
• Cross-role coach groups
• Designated school Instructional Leadership Teams (ILT) (monthly)
• Designated school principal/assistant principal (brief weekly check-ins)
• Building-based coaches; ML teachers; and building-based special educators/interventionists (as needed, given instructional focus)
• Provide building-based professional support for all teachers across various times and via a menu of possible services. All teachers are invited to participate in some aspect of coaching work. Some coaching work will always focus specifically on new teachers at the beginning of each year and intermittently across the year.
• Assist in ordering math materials for teacher and student use.

TERMS OF

EMPLOYMENT:      Arlington Education Association Bargaining Unit Position, School Year plus stipend for ten days of work beyond the school year.

REPORTS TO:          K-12 Mathematics and Computer Science Director (primary) and building principals (contributing). The Mathematics Coach position is a district position with specific building assignments.

SALARY:                  Per the Arlington Education Association Contract

EVALUATION:        The performance of this job will be evaluated as per the Arlington Education Association Contract.  The K-12 Mathematics and Computer Science Director will complete evaluations with support from the building principals.

The Arlington Public Schools are committed to creating an inclusive and safe learning and working environment that reflects a diversity of perspectives, values, and experiences. We welcome staff who are aware of the role that bias and prejudice play in society, are creative and willing to try new approaches, and are reflective about their daily practice. We are looking for candidates who welcome a challenge, are eager to collaborate and contribute to the success of students, are ready to engage in two-way partnership with families, and who will contribute their diverse talents to the organization as a whole.