Math Coach/Interventionist- Happy Hollow

THE WAYLAND PUBLIC SCHOOLS SEEK A *Math Coach/Interventionist at Happy Hollow*

WPS is a high-achieving west-suburban district of 2,800 students, with one preschool, three elementary schools, one middle school, and one high school. Our diverse student body hails from Wayland and Boston and is composed of 32% students of color and 68% white students, with 15% of our students having a first language other than English.  We seek educators who embrace the diversity of our students and can lead our staff and students in attaining our district’s mission: 

“Personal and civic responsibility, love of learning, and empathy for others; these are the qualities that the Wayland Public Schools seek to instill in its students. At its core, our mission is to provide a rigorous and stimulating academic environment that promotes the acquisition of knowledge and skills. Yet we deem it equally important to nurture self-confident, collaborative, and conscientious individuals. We strive to create a climate where risk-taking is safeguarded, open expression is encouraged, and free association is protected. Our goal is to advance our students' growth into principled, informed, and capable citizens who will help guide a democracy that follows humanitarian principles in the global forum, and shape a just society where individuals may reach their full potential.”

We welcome educators to our district who seek and thrive in a diverse environment that focuses on relationships, belonging, and excellence. Join us in our mission to support the diversity of our school community; implement equitable practices for all of our students, staff, and families; create meaningful connections that foster a sense of belonging; and provide an outstanding educational experience for students, staff, and families.

This dual role of Math Coach & Math interventionist is designed to support both staff and students.  The successful candidate is a certified teacher with special expertise in K-5 math curriculum, assessment, and pedagogy. 

Coaching Role

In the coach role, they provide classroom teachers and other instructional staff members with strategies, tools, and resources to ensure that all students achieve success in math. 

1. Introduce best practices in math through demonstration lessons, co-teaching, co-planning, lesson study, study groups, and professional development workshops.
   
   
2. Collaborate with the school principal/assistant principal to facilitate school-based professional learning that supports district goals and is responsive to the needs of specific school populations and teaching staff.
   
   
3. Focus on deepening educators' mathematical content and pedagogical content knowledge.
   
   
4. Maintain a consistent and committed focus on access and equity in the teaching and learning of mathematics.
   
   
5. Support staff to successfully implement Bridges in Mathematics Edition 3 (all Components); collaborate with colleagues on culturally relevant pedagogy, lesson execution, and assessment implementation.
   
   
6. Work collaboratively with the building principal, teachers, specialists, central office curriculum leaders, and district elementary math coordinator to establish and maintain a coherent vision of coaching, collaboration, and implementation of the mathematics frameworks.
   
   
7. Foster family engagement in the mathematics program, including facilitating annual mathematics events (Family Math Night) that further promote parents as partners in the learning of math.
   
   
8. Aid in the development of math assessment screening, progress monitoring, diagnostic, and outcome measures.
9. Facilitate grade-level math data meetings using a variety of formal assessments.
   
   
10. Attend grade-level math PLC meetings and engage teachers in math specific PD and in analysis of student work to inform and improve tiered instruction.
    
    
11. Work collaboratively and participate in district-wide discussions with other district and school based math leaders.
    
    
12. Assist in the ordering and distribution of math instructional materials, manipulatives, or other ancillary materials for teacher and student use.
13. Collect and analyze various forms of data (i.e., end-of-unit, benchmark assessments) to assist in the development of RTI groups for grade-level teams.
    
    
14. Evaluate and measure the effectiveness of specific RTI strategies and interventions to refine Tier 1, Tier 2, and Tier 3 levels of support.
    
    
15. Consult and collaborate with the Assistant Superintendent, elementary Math Coordinator, math coaches, and classroom teachers.
    
    

Interventionist Role

In the Math Interventionist role they provide differentiated targeted instruction to identified students in grades K-5 based on their analysis of data and student work. 

1. Provide high-quality mathematics instruction to individual students and small groups in grades K-5, by using a variety of instructional strategies to deepen understanding of the Common Core standards.
   
   
2. Plan math interventions that meet the individual needs, interests, and abilities of the students.
   
   
3. Create an environment that is conducive to learning and appropriate to the maturity and interests of students.
   
   
4. Utilize data to guide instruction and gauge student progress.
   
   
5. Maintain clear communication regarding student progress with families and teachers.
   
   
6. Skillfully facilitate student learning of grade-level content and practice standards.
   
   
7. Leverage and support students in using technology in math instruction (iReady, etc.).
   
   
8. Incorporate a variety of assessment strategies to inform and modify instruction, and target intervention and enrichment needs.
   
   
9. Provide additional supports as well as strengthen students’ foundational math fluency.
   
   
10. Use a variety of manipulatives and hands-on activities  (Bridges materials and Bridges Intervention) to support content standards and the needs and capabilities of individuals or student groups.
11. Perform other tasks and assume other responsibilities as assigned.

The responsibilities and duties listed are illustrations of the various types of work performed. The omission of specific statements of duties does not exclude them for the position if the work is similar, related or a logical assignment to the position. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.

Job Requirements

• Minimum Qualifications:
  - Bachelor’s degree required; Master’s degree with an emphasis on math preferred;
  - Massachusetts certification required;
  - A minimum of five (5) years successful experience teaching at the elementary level, math experience preferred;
  - Experience with diverse populations and commitment to Wayland’s goals of diversity, inclusion, and anti-racism;
  - Excellent interpersonal skills;
  - The ability to demonstrate: excellent communication skills, an enthusiasm for learning, and the desire to maximize the learning potential of all children;
  - Strong mathematics content knowledge and mathematics pedagogical content knowledge;
  - Thorough knowledge of research-informed mathematics teaching and assessment practices.
  
  Terms of Employment
  1.In accordance with the Agreement Between the Wayland School Committee and the Wayland Teachers’ Association, Inc.
  2.Newly hired teachers, as a condition of employment, may be required to assume paid co-curricular duties.
  
  
• Citizenship, residency or work visa required

Position Type:Full-time

Job Categories:

Classroom Teacher > Elementary

Classroom Teacher > Math: General