MATH CURRICULUM COACH (DISTRICT LEVEL) 2026-2027

Hazelwood School District is a diverse school district in suburban St. Louis, Missouri, and is the second-largest district in St. Louis County. Faculty and staff educate students in the district’s 19 elementary schools, six middle schools, three high schools, early childhood education programs, gifted programs, and Opportunity Center (alternative learning). In a culture of high expectations and excellence, our students will become lifelong learners equipped with 21st Century skills for success as global citizens.

REPORTS TO: Director of Instructional Services & Math Curriculum Coordinator

JOB SUMMARY:

The job of Math Curriculum Coach is performed for the purpose of providing support to the instructional process by serving as a curriculum coach. The Math Curriculum Coach works with teachers and the Curriculum Coordinator, with specific responsibility for developing student success in Math. Responsibilities include co-teaching and modeling within the classroom and other assigned areas; developing lesson plans; and delivering group and individual student training within established curriculum guidelines. The position also provides professional development and collaboration with math instructors, addresses instructional and/or classroom issues, and responds to a wide range of inquiries from academic professionals and administration regarding the Title II Math curriculum program, curriculum development, and teacher/student progress.

ESSENTIAL FUNCTIONS:

Examples of Work Performed:

• Analyzes school site and grade level data (e.g. student achievement and instructional data, use of math curriculum assessments, lesson plan development, etc.) for the purpose of providing historical documentation and ensuring math curriculum implementation.
• Assesses teacher progress toward curricular objectives, expectations, and goals (e.g. collection of observational data of curriculum and implementation by instructors, pacing analysis, building and district student achievement data, etc.) for the purpose of ensuring development and implementation of effective strategies for meeting curricular objectives in the instructional unit and providing feedback to teachers, coaches and administration.
• Assists administrators, instructional coaches, and teachers (e.g. lesson plan objectives, instructional activities and instructional tools, training, etc.) for the purpose of implementing curriculum development.
• Collaborates with instructional coaches and teachers (e.g. individualized teacher planning, professional development sessions, co-teaching, role modeling, curriculum integration into other academic curriculums, etc.) for the purpose of improving the overall quality of math curriculum implementation.
• Delivers scheduled professional development for the purpose of ensuring growth and effectiveness in utilization of math curriculum.
• Monitors instructional implementation (e.g. site walk throughs, creation of follow-up goals and planning tools, identification of weaknesses and strengths, etc.) for the purpose of implementing continuous improvement in implementing the District Math curriculum.
• Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions.
• Participates in curriculum writing and revision processes, under the direction of the Math Curriculum Coordinator (e.g. writing curriculum, curriculum resources, assessments, and instructional resources, etc.) for the purpose of providing necessary and appropriate math curriculum processes.
• Prepares a complex variety of grade level data (e.g. charting of Math curriculum components assessment, summaries of instructional professional development, effectiveness of resources, training modules, student work analysis, etc.) for the purpose of providing historical documentation of curriculum implementation.
• Provides feedback (e.g. administrators, instructional coaches, teachers, etc.) for the purpose of working toward optimal implementation of the District Math curriculum.
• Researches curriculum trends (e.g. emerging concepts, learning outcomes, tools, etc.) for the purpose of ensuring effective curriculum implementation that is both timely and future focused.
• Responds to inquiries from a variety of sources (e.g. other coaches, coordinators, teachers, parents, administrators, etc.) for the purpose of resolving issues and providing information and/or direction.
• Trains administrators, instructional coaches and teachers (e.g. assisting the Math Curriculum Coordinator in providing "real time PD" related to effective science instruction aligned to the curriculum, etc.) for the purpose of communicating expectations for student learning, developing methods for improvement and ensuring instructional implementation of the math curriculum.

Examples of Work Performed:

• Analyze building and district student achievement data and implementation data to guide the development of training for administrators, instructional coaches, and teachers.

• Provide support in co-leading math data analysis with administrators, instructional coaches, and teachers to create strategy and skill embedding plans.
• Analyze school and grade level data for declines, or lower than anticipated growth, for follow-up root cause analysis.
• Assist administrators, instructional coaches, and teachers in establishing immediate curriculum instructional needs as indicated by qualitative and/or quantitative feedback.

• Provide math and foreign language professional development sessions for district training and site training.
• Create training modules.
• Meet with administrators, instructional coaches, and teachers to facilitate professional learning, student work analysis, and reflective instruction.
• Deliver professional development and create instructional tools to assist teachers in implementing effective strategies or reinforce specific skills.
• Organize and conduct staff development workshops.
• Set up and provide all materials needed for workshops and meetings organized by the coordinator.
• Actively participate in mentoring new teachers.
• Serve in a consultative capacity to the District Professional Development Committee (DPDC) and individual school PDC committees.

Examples of Work Performed:

• Research best practice for implementing math intervention programs and strategies to decrease the number of students performing below level.
• Monitor math intervention class data and project number of students remaining in interventions in following year.
• Plan and provide professional development and support.
• Monitor and provide feedback on math curriculum implementation
• Oversee and monitor the implementation of procedures to comply with Senate Bill 319.

Examples of Work Performed:

• Represent the District on local, state and national committees.
• Participate in professional organizations.
• Plan, coordinate, and/or deliver presentations for the Improvement of Instruction program.
• Organize committees, which involve patrons of the district in the evaluation of curriculum, instructional resources, media and technology.
• Write grants and explore alternative sources of funding.
• Positively and objectively represent and interpret curricular area’s program to the school board members, administrators, teachers, students, and patrons of the school district.
Actively participate in school improvement planning meetings, committee meetings, assessment meetings, and professional development meetings with and/or for administrators, instructional coaches, instructional specialists, the curriculum department (improvement of instruction), and/or the instructional team.

MARGINAL FUNCTIONS
Performs other related duties as assigned to ensure the efficient and effective functioning of the work unit.

JOB REQUIREMENTS:

SKILLS are required to perform single, technical tasks with a need to occasionally upgrade skills to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including using job related software applications, preparing and maintaining accurate records; and planning and managing projects.

KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: accounting/bookkeeping principles; business telephone etiquette; common office machines; concepts of grammar and punctuation; and office methods and practices.

ABILITY is required to schedule several activities, meetings, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; setting priorities; working as part of a team; and working with frequent interruptions.

WORK ENVIRONMENT
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 90% sitting, 5% walking, and 5% standing. This job is performed in a generally clean and healthy environment.

Primarily inside working conditions. Travel between buildings is required.

EXPERIENCE/EDUCATION

Master’s degree in curriculum and instruction/Current teaching certificate issued by the Missouri Department of Elementary and Secondary Education/reading certification preferred

Requires a minimum of five years of successful classroom teaching experience in math; Requires evidence of improving student achievement in math; Instructional coaching or team leader experience and curriculum in math experience preferred.

Required Testing, Certificates and Licenses, Continuing Educ./Training, Clearances : Teacher certificate

TERMS OF EMPLOYMENT: Assigned to 190-day work calendar; 36 hours and 40 minutes per week minimum; compensation and benefits (Medical, Dental, Vision, Life) as provided by the Board of Education.

Salary based on thE () salary schedule plus 20-day stipend

Equal Opportunity Employer