What are the responsibilities and job description for the 2025-2026 Math Coach - Webb Elementary School position at Houston County?
HOUSTON COUNTY SCHOOLS
JOB TITLE: Math Coach
QUALIFICATIONS:
Hold a valid Alabama professional educator certificate in early childhood education, elementary education, or special education.
Have a minimum of five years of experience as an early childhood, elementary, or special education teacher.
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.
Hold a master's degree or have completed professional development recommended by the Elementary Mathematics Task Force, or both.
FLSA: Exempt
REPORTS TO: Principal/Designee
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..
Continuously mentoring and coaching teachers.
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 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.
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 formative 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 iagnostic 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.
Advocating, planning, and coordinating opportunities, in conjunction with the principal, for school-based family and community engagement in mathematics.
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.
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.
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.
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:
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 and that of the overall program and process effectiveness. Support for ANA mathematics coaches will be provided by AMSTI Regional Specialists and monitored by 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.
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 qualifications and responsibilities, and the employee may be required to perform other related duties as assigned. The Houston County Board of Education reserves the right to amend the job description as needed.
