What are the responsibilities and job description for the Elementary Mathematics Professional Coach position at Wicomico County Public Schools?
SALARY
Commensurate with certification and experience based on the Wicomico County Salary Scale for Teachers.
HOURS
10 months, 190 days
Contract Unit: This position is part of the Teacher's (Unit I) bargaining unit.
FLSA: Exempt
QUALIFICATIONS
Eligibility for the Maryland State Department of Education teaching certificate in Elementary Education.
Master’s degree preferred but not required.
Additional training in mathematics beyond elementary certification preferred.
At least five (5) years of satisfactory classroom experience teaching mathematics. Experience at both the primary and intermediate levels preferred.
Leadership and personal qualifications to work successfully in collaboration with other staff developers and instructional staff.
Experience in leading professional development activities preferred.
Knowledge of MAP and MCAP Assessment platforms, testing procedures, and data reports.
Knowledge and understanding of the Maryland College and Career Readiness Standards for Mathematics, the Eight Standards of Mathematical Practice, Wicomico County’s Curriculum Resource Document and Suggested Pacing for grades K-5.
Knowledge of instructional technologies, software, equipment, tools, and devices used for instruction, professional development, documenting assessments, student progress or other classroom administrative requirements of the district.
Knowledge of using professional learning communities to impact teacher efficacy and student success.
Skilled in leading group discussions, utilizing a variety of collaborative frameworks and technologies.
RESPONSIBILITIES
Plan and deliver staff development activities at the school and county levels.
Determine scientifically based research approaches for improved instruction.
Support professional development in grade level PLCs centered around math strategies and interventions.
Facilitate ongoing coaching around instruction-focused PLCs that use data to inform instruction to improve student learning and achievement.
Identify and model instructional strategies/best practices.
Share materials and strategies to prepare students for state-mandated testing.
Use technology to support mathematics instruction.
Coach staff to support effective use of data resulting in changes that increase student achievement.
Implement coaching cycles with teachers based on individual needs. This includes planning with teachers, identifying and modeling instructional strategies, providing demonstration lessons and/or team teaching, and debriefing.
Use data to help teachers make informed decisions which drive instruction.
Write, modify, and maintain various curriculum documents.
