Math Coach (10 months) - Leon Sheffield

SUMMARY:

• To ensure all students are on or above grade-level mathematics by the end of fifth grade in accordance to the rules and regulations set forth by the Alabama Numeracy Act (ANA).

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Supporting the improvement of instruction with an emphasis on Tier 1 instruction to ensure students do not fall behind.
• 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.
• 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.
• Modeling evidence-based mathematics instructional and intervention strategies for teachers.
• Mentoring and coaching teachers continuously.
• Assisting teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities.
• Monitoring the progress of K-5 students in mathematics through benchmark fom1ative 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.
• Focusing solely as a mathematics coach for schools with elementary grade students.
• 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.
• 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.
• Assisting teachers in using fom1ative assessments and analyzing student work to identify students with misconceptions, students exhibiting characteristics of dyscalculia, and students needing acceleration.
• 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.
• 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.
• Advocating, planning, and coordinating opportunities, in conjunction with the principal, for school-based family and community engagement in mathematics.
• Participating actively and cooperatively in any 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.
• Engaging in ongoing learning opportunities to grow in knowledge. skills. and expertise in mathematics.
• 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.
• 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.
• Recording job duties and time spent with teachers on a state-specified electronic platform.
• Supporting teachers in the authentic integration of computer science and computational thinking concepts within the mathematics classroom.

NON-ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Other duties as assigned.

EMPLOYMENT TERMS:

• As per the ANA, mathematics coaches shall be employed as ten-month employees. The extra 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.

MINIMUM QUALIFICATION REQUIREMENTS: An ANA building-based mathematics coach shall have all the following minimum qualifications:

EDUCATION & EXPERIENCE:

• Hold a valid Alabama professional certificate in early childhood education, elementary education, or special education.
• Have a minimum of five years' experience as an early childhood education, elementary education, or special education teacher.
• 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.
• Hold a master's degree or have completed professional development recommended by the Elementary Mathematics Task Force or both.

TECHNOLOGY SKILLS:

Knowledge of database management as well as understanding of spreadsheet and graphing.

LANGUAGE SKILLS:

• Ability to read and interpret instructions related to Student Assessment distribution and acceptable practices. Ability to communicate well with others to facilitate proper test practices and use of data.

MATHEMATICAL SKILLS:

• Ability to apply concepts such as fractions, percentages, ratios and proportions in order to determine schools’ accountability.

REASONING ABILITY:

• Ability to collect data, organize materials, schedule meetings, meet scheduling deadlines, calculate needs and abilities of personnel. Ability to work with all personnel within the system regardless of personalities and maintain professional decorum in spite of adversity and disagreement.

PHYSICAL DEMANDS:

• While performing the duties of this job, the employee is regularly required to sit, talk and hear as well as climb stairs and carry boxes. The employee is occasionally required to stand, walk, squat, operate a computer, a copy machine, and other communicative devices.

WORK ENVIRONMENT:

• The noise level is the work environment is usually moderately quiet.

SALARY:

• Listed below are items that may be necessary to complete your employment process in order to compute your annual salary. It is your responsibility to provide us with this requested information in order to receive your accurate salary.

• We need verification of previous public school teaching experience. Use the following information when requesting verification of experience from your past employment at other boards of education:

  • Within the state of Alabama, experience must be verified on Supplement EXP

  • Outside the state of Alabama, we must have a letter (on school district letterhead) or public school district form showing beginning and ending dates stating your years of service and position held while employed

  • Credit is awarded for public school experience only, private, parochial, or similar experience will not be accepted

  • Experience must be full time at least 50%-100% of the academic year

  • Administrative credit will be awarded only for experience in the same position, i.e., principal for principal position as stated in the salary schedule

  • Transfer Sick Leave: If you have sick leave from another state school system or from another state of Alabama agency, you must have a Sick Leave Transfer form sent from your previous employer to our Human Resources department

• The Decatur City Board of Education awards a salary based on the highest degree earned, even if the degree is outside education. The degree must be verified on an official transcript & recognized by the Alabama State Department of Education.

Equal Opportunity Employer:

The preceding job description has been designed to indicate the general nature and level of work performed by an employee(s) within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of an employee(s) for this job.

The Decatur City School System does not discriminate on the basis of race, color, disability, sex, religion, national origin, or age in its programs, activities, or employment and provides equal access to the Boy Scouts and other designated youth groups. The Title IX Coordinator for Decatur City Schools is responsible for handling inquiries regarding the non-discrimination policies. The Title IX Coordinator can be reached by calling the Decatur City Board of Education at (256) 552-3000.