What are the responsibilities and job description for the Math Coach position at Pike Co?
Per ANA, building-based mathematics coaches, shall be employed as ten-month employees.
MINIMUM QUALIFICATIONS:
Applicants must 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 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.
Some duties and responsibilities of building=based mathematics coaches shall include: 1. Supporting the improvement of instruction with an emphasis on Tier I instruction to ensure students do not fall behind. 2. Collaborating with the school principals ad 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 coach 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 student 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 teachers and 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 twit 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 student with misconceptions, students exhibiting characteristics of dyscalculia, and students needing acceleration. 12. Assisting teachers in administering fractional reasoning screeners or diagnostic assessments, or both, in Grade K-2. The assistance of a mathematics coach may not exceed two hours per week. 13. Assisting teachers with administrating fractional screeners or diagnostic assessments, or both, for students in grade 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 engagements in mathematics. 15. Actively and cooperatively participating in any Office of Mathematics Improvement (OMI) regional coordinator and Alabama Mathematics, Science, and Technology Initiative (MASTI) 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, skill, 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 high 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.
SALARY:
Salary will be according to the appropriate step and rank on the approved teacher salary schedule.
