What are the responsibilities and job description for the Building-Based Math Coach position at Sheffield City?
Alabama Numeracy, Act K-5 Building-Based Math Coach (BBMC)
Job Description 2025-2026
CATEGORY: Certified
CONTRACT PERIOD: 10 month/202 days for the 2025-2026 School Year
QUALIFICATIONS: See Job Description Below.
SALARY SCHEDULE: Salary will be paid based on the approved state minimum salary schedule - classroom teachers as approved by the Board (Click HERE to view the current Salary Schedule.)
DEADLINE: Position open until filled
OTHER INFORMATION: See Job Description Below
POSITION TITLE: Building Based Math Coach (BBMC)
REPORTS TO: Curriculum and Instruction Specialist and Principal
MINIMUM QUALIFICATIONS (Alabama Numeracy Act, page 24):
- 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
- Demonstrates 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
DUTIES AND RESPONSIBILITIES:
A mathematics coach shall be employed by the local education agency with funds appropriated by the Legislature. Mathematics coaches shall be employed as 10-monthemployees (ANA page 23). 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 mathematics coach shall prioritize coaching in mathematics and may not perform administrative duties, serve in administrative roles, serve as a substitute teacher, serve as a testing coordinator, serve as an interventionist, or perform other school duties not focused on coaching or the mathematics improvement of students during the instructional day (ANA page 21-28). Duties and responsibilities of building-based mathematics coaches shall include all the following:
1. Supporting the improvement of instruction with an emphasis on Tier 1 instruction to ensure students do not fall behind
2. 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.
3. 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
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 students 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 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
11. Assisting teachers in using formative assessments and analyzing student work to identify students with misconceptions, students exhibiting characteristics of dyscalculia, and students needing acceleration
12. 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.
13. Assisting teachers with administering fractional reasoning screeners or diagnostic 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.
14. Advocating, planning, and coordinating opportunities, in conjunction with the principal, for school-based family and community engagement in mathematics
15. 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.
16. Engaging in ongoing learning opportunities to grow in knowledge, skills, 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 higher 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
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 AMSTI Regional Specialists and monitored by OMI Regional Coordinators according to specifications outlined in the ANA.
SUPERVISOR SUPPORT:
AMSTI will provide support to the BBMC to deepen the knowledge and skills necessary to fulfill the job description. The district and OMI staff will ensure-with this contract and by monitoring-adherence to this job description.
TERMS OF EMPLOYMENT: 10 MONTHS/202 DAYS
SALARY: Salary will be based on the Board approved Teacher Salary schedule
Board Approved April 29, 2024
Nondiscrimination Statement: The Sheffield City School System does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities, and provides equal access to the Boy Scouts and other designated youth groups. The following persons have been designated to handle inquiries regarding the non-discrimination policies, Darryl Washington, Assistant Superintendent or Julie Box, Special Education and 504 Coordinator, 300 West Sixth Street, Sheffield, AL 35660, 256-383-0400
DECLARACIÓN DE NO DISCRIMINACIÓN: El sistema escolar de la ciudad de Sheffield no discrimina por motivos de raza, color, origen nacional, sexo, discapacidad, o edad en sus programas y actividades, y ofrece igualdad de acceso a los Boy Scouts y otros grupos de jóvenes designados. Las siguientes personas han sido designados para recibir consultas sobre las políticas de no discriminación: Educación Especial y Coordinador de 504, 300 W. Sixth Street Sheffield, AL 35660 256-383-0400; Coordinador de Programas Federales, 300 W. Sixth Street Sheffield, AL 35660 256-383-0400.