Building Based K-5 Math Coach (10 months)

Building Based K-5 Math Coach

PC# 3582

JOB TITLE: OMI Building Based K-5 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.

REPORTS TO: Elementary Grade Level Coordinator

JOB GOAL: To help ensure that teachers have knowledge of and materials and
methods needed to teach the Shelby County Mathematics Courses
of Study in order that each student may achieve the greatest
academic level possible.

PERFORMANCE 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

K5 OMI Math Coach
Rev 3/2025
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.
21. Perform other duties as assigned by the Assistant Superintendent of Instruction, the Director
of Instruction, or the Elementary Grade Level Coordinator.

TERMS OF EMPLOYMENT: Nine-, ten-, eleven-, or twelve-month contract. Salary
according to proper placement on current salary schedule.
Exempt employee.

EVALUATION: Performance of this job will be evaluated in
accordance with provisions of the Board’s policy and
Building-based mathematics coaches as designated by the
ANA (Alabama Numeracy Act). AMI K-5 Math Coach
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 Coordinators according to specifications
outline in the ANA.