What are the responsibilities and job description for the Building Based Math Coach position at Talladega Co?
Position Guide
POSITION: Building Based Math Coach- Elementary
QUALIFICATIONS:
Valid Alabama Teacher Certificate in Elementary Education
Bachelor’s degree (Master’s degree preferred) with five years of successful full-time K-6 classroom practice demonstrated by student performance on state/district assessments
Excellent communication skills including outstanding presentation, interpersonal, and time management skills as evidenced by working well with colleagues and adult learners
Current and complete application on file
Such alternatives to the above qualifications as the Board may find appropriate and acceptable
REPORTS TO: Principal
Coordinator of Numeracy
JOB GOALS:
To create measurable increases in student learning and in teacher application of effective mathematics teaching practices; provide job-embedded learning experiences for teachers in order to improve the teachers’ content knowledge, skill, and delivery of instruction; work closely with the building-level administrators and the Mathematics School Improvement Team to monitor progress toward mathematics goals for the school; support community, family, and stakeholder involvement.
KNOWLEDGE & SKILLS:
- Experience with mathematics content and instruction at multiple grade levels (preferred) and a successful history of implementing differentiated instructional practices to achieve growth
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Experience in providing professional learning opportunities addressing mathematics content, instructional strategies, and use of assessment to inform instruction
Effective Tier II intervention experience demonstrated by student performance on district assessments
Demonstrates depth of knowledge, skill, and experiences in unpacking and implementing Alabama Course of Study: Mathematics content, the Standards for Mathematical Practice, and effective teaching practices
Demonstrates exceptional abilities to work with adult learners to improve their practices aligned to the Alabama Standards for Professional Learning, through facilitation of targeted, intensive professional learning while maintaining confidentiality, and modeling effective mathematics instruction
Demonstrates strong qualities in professionalism, time-management, communication (written, verbal, and digital), and organization
Demonstrates characteristics of a life-long learner as evidenced by participation in a significant number of professional learning sessions addressing mathematics learning and instruction
Knowledge of current principles and practices in mathematics instruction, student learning, curricula, and assessment
Knowledge of the development of mathematical understanding and mathematical proficiency
Ability to assess students’ performance and needs based on student work samples, assessment data, and interpret results to inform instructional planning.
Ability to identify needs of learners and match appropriate pedagogical skills
Ability to work cooperatively with all instructional staff to plan and implement appropriate mathematics instruction
Ability to develop and present quality mathematics professional learning opportunities for all instructional staff
Ability to relate positively with and engage parents and community representatives in the learning process for mathematics
PERFORMANCE RESPONSIBILITIES:
Collaborate with building-level administrators, Mathematics School Improvement Team (MSIT), building-level staff, and district-level personnel to develop and implement mathematics-specific coaching, goals, resources, and strategies to improve student achievement in mathematics.
Collaborate with grade-level teachers and grade-level teams of teachers to better understand and implement resources (mathematics curriculum maps, pacing guides, curricula, assessment, etc.) and instructional plans to improve the success of their students.
Collaborate with grade level teams to develop rigorous tasks, lessons, and assessments aligned with the Alabama Course of Study: Mathematics; 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.
Plan regularly with school, district, and AMSTI staff in order to reach the goal of moving all students along a trajectory towards demonstration of grade-level mastery of content which is competitive with similar age and grade-level students around the world.
Advocate, plan, and coordinate opportunities for school-based parent, guardian, and/or community engagement in mathematic.s
Collaborate with school administrators and teachers in implementing, strengthening, supporting, and organizing mathematics learning to guarantee all students experience high quality mathematics instruction and view mathematics as a sense making endeavor.
Develop and facilitate job-embedded and other ongoing professional learning opportunities for teachers, using coaching strategies such as joint pre-planning, modeling lessons, co-teaching lessons, targeted observation to collect data, and debriefing.
Participate actively and cooperatively in all AMSTI support visits and professional learning in order to meet agreed-upon personal outcomes and all school, state, and district-established math goals. Actively seek help and support to grow in knowledge, skills and expertise in mathematics.
Support/Co-Facilitate with school administrators and teachers to analyze and utilize assessment data in all tiers of mathematics instruction to make decisions that will move students to higher levels of performance in mathematics.
Plan and/or facilitate professional learning opportunities that will assist teachers in targeting student deficits; facilitating professional conversations; fostering student engagement; assessing student learning; reflecting on professional practice; and identifying next learning steps in order to achieve state, district, and school goals in mathematics.
Reflect on personal coaching practices to evaluate personal impact on equipping K-5 students to master grade-level content and consistently perform at or above grade-level proficiency.
Promote enhanced mathematics instruction and student mathematical practices by coaching and partnering with teachers to consistently implement effective mathematics teaching practices, formative assessment cycles focusing on student outcomes, evidence, and thinking; and adjusting instruction and providing feedback accordingly.
Support the professional growth of elementary mathematics teachers by strengthening classroom teachers’ understanding of mathematics content.
Receive Coaching Academy and Coaching Community Professional Learning from AMSTI regional math specialists, as well as job-embedded support and feedback.
Coach teachers in instruction of students for all tiers of mathematics in order to reach the goal of continually increasing the number of students performing at or above grade-level proficiency.
Adhere consistently to an LEA/AMSTI approved schedule that includes time in preplanned, daily coaching cycles with teachers, professional learning opportunities, and for flexible job-embedded connections with teachers who are not currently in a coaching cycle.
Partner with teachers to achieve the goal of raising the mathematical performance of all students, and to continually sharpen their skill and efficacy in producing growth in student outcomes.
Model an exemplary work ethic by actively coaching teachers, and participating as a fully functioning member of the school staff daily so that teacher capacity is built, and efficacy is achieved.
Any other duties as assigned by the Principal or Coordinator.
EVALUATION: Performance of this job will be evaluated in accordance with
provisions of the Board’s policy on Evaluation of Professional Personnel.
TERMS OF EMPLOYMENT: 192 days. Salary to be established by the Board.
