What are the responsibilities and job description for the Math Coach position at Geneva County Schools?
GENEVA COUNTY SCHOOLS
BUILDING-BASED MATH COACH
JOB DESCRIPTION
QUALIFICATIONS:
An Alabama Numeracy Act (ANA) building-based mathematics coach shall have all the following minimum qualifications:
1. Hold a valid Alabama professional certificate in early childhood education, elementary
education, or special education.
2. Have a minimum of five years’ experience as an early childhood education, elementary
education, or special education teacher.
3. 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.
4. Hold a master’s degree or have completed professional development recommended by the
Elementary Mathematics Task Force or both.
KNOWLEDGE, SKILLS AND ABILITIES:
Knowledge of child development and especially of characteristics of students in the age group assigned. Knowledge of the prescribed curriculum. Knowledge of current educational research. Basic understanding and knowledge of current technology. Knowledge of learning styles and skill in using varied teaching methods to address student learning styles. Skill in oral and written communication with students, parents and others. Ability to plan and implement activities for maximum effectiveness. Ability to assess levels of student achievement effectively, analyze test results and prescribe actions for improvement. Ability to maintain appropriate student supervision so that students have a safe and orderly environment in which to learn. Ability to work effectively with peers, administrators and others.
REPORTS TO:
Principal
JOB GOAL
To provide an educational atmosphere in which students will move toward the fulfillment of their potential for intellectual, emotional, physical and psychological growth and maturation in accordance with System philosophy, goals and objectives.
SUPERVISES: N/A
PERFORMANCE 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.
EMPLOYMENT TERMS: As per the ANA, building-based 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.
PHYSICAL REQUIREMENTS:
Light Work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force as needed to move objects.
TERMS OF EMPLOYMENT:
Salary and benefits shall be paid consistent with the System’s approved compensation plan.
Length of the work year and hours of employment shall be those established by the System.
EVALUATION AND SUPPORT:
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 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.
Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of personnel.
