Valley Jr High - Building Based Math Coach

Certified - Building Based Math Coach

(202 day position)

MINIMUM QUALIFICATIONS:

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 county or city 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.
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 202-day employees. The extra days
beyond the 187 days 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. Duties and responsibilities of buildingbased 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 gradelevel 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.