What are the responsibilities and job description for the Teacher - Math Coach (10-month), K-5 position at Hoover City Schools?
HOOVER CITY SCHOOLS
JOB DESCRIPTION
JOB TITLE: Building-Based Math Coach (10-month), K-5
REPORTS TO: Elementary Principal/Chief Learning Officer or Designee
JOB GOAL: To actively facilitate math professional development and collaborate with school and system leadership to improve mathematics instruction across the district
MINIMUM QUALIFICATIONS:
Holds a master’s degree or has completed professional development recommended by the Elementary Mathematics Task Force or both
Meets applicable federal, state, and local certification/qualification requirements for the position
Holds a valid Alabama professional certificate in early childhood education, elementary education, or special education
Has five (5) years of experience as an early childhood education, elementary education, or special education teacher
Demonstrates 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
Successful experience with leading adult learners preferred
Proficiency in oral and written communication skills
Effective interpersonal skills, with an emphasis on communication and collaboration with a wide variety of people and groups
Ability to use technology to communicate, to plan and provide instruction, to facilitate learning, to manage data, and to produce/submit required reports and correspondence
Ability to meet suitability criteria under the Alabama Child Protection Act of 1999 and Act No. 2002-457
Such alternatives to the above qualifications as state, federal, and local law and the Board may require
DUTIES AND RESPONSIBILITIES:
The assistance of a mathematics coach may not exceed two hours per week.
Demonstrates support for the school district and its vision, mission, goals, and priorities
Supports the improvement of instruction with an emphasis on Tier 1 instruction to ensure students do not fall behind
Collaborates with the school principal and faculty to establish and implement a strategic plan for coaching and mathematics instruction to improve student achievement in mathematics
Facilitates 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
Models evidence-based mathematics instructional and intervention strategies for teachers
Mentors and coaches teachers continuously
Assists teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities
Monitors the progress of K-5 students in mathematics through benchmark formative assessments at least three times per year
Makes recommendations for modifying instruction based on the individual needs of students and trends in student data
Focuses solely as a mathematics coach for schools with elementary-grade students
Collaborates 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
Collaborates with grade-level teams to develop rigorous tasks, lessons, and assessments aligned with grade-level mathematics content standards; facilitates the analysis of student work samples and assessment data; and works in partnership with teachers to provide real-time feedback and make next-step instructional decisions based on the student evidence
Assists teachers in using formative assessments and analyzing student work to identify students with misconceptions, students exhibiting characteristics of dyscalculia, and students needing acceleration
Assists teachers in administering early numeracy screeners or diagnostic assessments, or both, in Grades K-2
Assists teachers with administering fractional reasoning screeners or diagnostic assessments, or both, for students in Grades 4 and 5, subject to legislative appropriation
Advocates, plans, and coordinates opportunities, in conjunction with the principal, for school-based family and community engagement in mathematics
Participates 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
Engages in ongoing learning opportunities to grow in knowledge, skills, and expertise in mathematics
Facilitates 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
Plans and/or facilitates professional learning opportunities that will assist teachers in targeting student deficits; facilitates professional conversations; fosters student engagement; assesses student learning; reflects on professional practice; and identifies next learning steps to achieve state, district, and school goals in mathematics
Records job duties and time spent with teachers on a state-specified electronic platform
Supports teachers in authentic integration of computer science and computational thinking concepts within the mathematics classroom
Adheres to local Board policies, administrative procedures, and other like directives, as well as state, federal, and local laws
Performs other job-related duties as assigned by Supervisor(s)
OTHER INFORMATION:
As per the Alabama Numeracy Act (ANA), building-based mathematics coaches shall be employed for ten months. 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.
A signed statement of agreement will be required.
Buildings for 2025-2026: Green Valley Elementary School, South Shades Crest Elementary School, Harriette W. Gwin Elementary Schools
This job description describes the general nature and level of work performed by employees assigned to this position. It is not intended to be an exhaustive list of all job goals, qualifications, and responsibilities, and the employee may be required to perform other related duties as assigned. The Hoover City Board of Education reserves the right to amend the job description as needed.
Notice of Non-Discrimination: In compliance with federal law, our school district administers all education programs, employment activities, and admissions without discrimination against any person based on gender, race, color, religion, national origin, age, or disability.
