Math Coach

Position Start Date: 8.1.25

Covenant Academy of Mobile (CAM) is the area's first elementary charter school that opened on August 8, 2023, with grades K-5th. During the 2025-26 school year, 7th grade will be added and thereafter, a new grade level will be added yearly until 12th grade is established. Next year, the school will serve approximately 390 students. Covenant Academy of Mobile provides a "non-traditional" education that prepares students in a S.T.E.A.M. environment to be leaders in a globalized world.

Mission: To create and maintain a positive learning environment that promotes relevant and engaging learning, inspires students to be ambassadors of good character, empowers students to develop skill sets and a passion for lifelong learning. By maintaining this environment, we provide opportunities for our students to be productive and caring contributors in a changing world.

We are committed to empowering all students to take ownership of their learning, so they can prepare for success as leaders in a globalized world. Through the efforts of dedicated teachers, administrators, parents, and mentors, all students will be challenged and motivated in an environment that facilitates growth and success.

Personal Attributes:

• Support the mission and vision of our school
• Set and work to attain high goals for our students and themselves
• Ready to be a part of a collaborative team
• Open to receiving coaching and support
• Demonstrate initiative, persistence, and resiliency
• Result oriented
• Reflective learner

Evaluation and Support: Building-based mathematics coaches as designated by the Alabama Numeracy Act (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 Alabama
Mathematics, Science, and Technology Initiative (AMSTI) Regional Specialists and monitored by Office of Mathematics Improvement
(OMI) Regional Coordinators according to specifications outlined in the ANA.

Minimum Qualifications: An ANA building-based mathematics coach shall have all the following minimum qualifications:
a. Hold a valid Alabama professional certificate in early childhood education, elementary education, or special education.
b. Have a minimum of five years’ experience as an early childhood education, elementary education, or special education teacher.
c. Demonstrate expertise, as attested by a current or former employing city or county 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.

Duties and Responsibilities: 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 outlined in the ANA will include the following:

a. Supporting the improvement of instruction with an emphasis on Tier 1 instruction to ensure students do not fall behind.
b. 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.
c. 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.
d. Modeling evidence-based mathematics instructional and intervention strategies for teachers.
e. Mentoring and coaching teachers continuously.
f. Assisting teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of
dyscalculia and other exceptionalities.
g. 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.
h. Focusing solely as a mathematics coach for schools with elementary grade students.
i. 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.
j. 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.
k. Assisting teachers in using formative assessments and analyzing student work to identify students with misconceptions, students
exhibiting characteristics of dyscalculia, and students needing acceleration.
l. 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.

m. Assisting teachers with administering fractional reasoning screeners or diagnostic assessments, or both, for students in Grades 4
and 5, subject to legislative appropriation. The assistance of a mathematics coach may not exceed two hours per week.
n. Advocating, planning, and coordinating opportunities, in conjunction with the principal, for school-based family and community
engagement in mathematics.
o. Participating actively and cooperatively in any OMI regional coordinator and AMSTI regional mathematics specialist visits and
professional learning to meet agreed-upon personal outcomes and all school, district, and state-established mathematics goals.
p. Engaging in ongoing learning opportunities to grow in knowledge, skills, and expertise in mathematics.
q. 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.
r. 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.
s. Recording job duties and time spent with teachers on a state-specified electronic platform.
t. Supporting teachers in the authentic integration of computer science and computational thinking concepts within the mathematics
classroom.