Secondary Math Coach

Job Goal: To positively impact student learning by supporting, guiding, and coaching teachers in implementing best practices for secondary mathematics instruction.

Qualifications:

1. Minimum of a B.S. Degree in the area of math education; master’s degree preferred.
2. Minimum of 3 years of successful teaching experience in mathematics.
3. Valid Alabama State Department of Education professional educator certificate in secondary mathematics.
4. Must meet the model of the "Every Studebt Succeeds Act" as it pertains to highly qualified teachers. 
5. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

FLSA Status: Exempt

Reports to: Principal or Appropriate Supervisor

Background Check Required: (Ala. Code §§ 16-22A-5 ) Upon offer of employment, employees will be required to submit legible fingerprints for a background review by the Alabama Bureau of Investigation and the Federal Bureau of Investigation. Background checks may not be more than ten (10) years old.

Required Knowledge, Skills and Abilities:

1. Demonstrate expertise, as attested by a current or former employing county or city superintendent of education, in mathematics instruction and interventions
2. Knowledge of content, curriculum, methods, materials, best practices and instructional technology
3. Knowledge of student academic growth and development applicable to the students' grade level
4. Knowledge of school's program of studies related to mission, goals, and organization
5. Strong leadership skills and capabilities of leading adult learners to produce student results and growth
6. Ability to apply knowledge of current research and theory of instructional programs as well as best practices in classroom instruction
7. Ability to analyze and interpret data
8. Ability to create and facilitate professional development
9. Ability to organize, plan, and take initiative to work independently and with teachers while exhibiting a high level of commitment to their responsibilities
10. Display exceptional abilities to work with both adults and students
11. Exhibit oral and written strength and skills in communication and professionalism
12. Ability to use and manage technology including, but not limited to e-mail, internet, Google Suites for Education, videos, professional social media, iPads, student learning sites, etc.
13. Knowledge and understanding of the school system rules, administrative procedures, local board policy, and state and federal rules and regulations
14. Demonstrate characteristics of an on-going learner
15. Possess the physical and emotional ability to fulfill the expected employment

Essential Functions:

1. Provide comprehensive instructional support to secondary teachers, focusing on the mathematics curriculum and tiered instruction, specifically Tier 1 instruction.
2. Collaborate with school leadership and/or district leadership to establish and implement plans for coaching and mathematics instruction to support student achievement in mathematics
3. Facilitate school/district wide mathematics professional learning, including job-embedded assistance using coaching strategies, including joint planning, modeling lessons, co-teaching lessons, targeted observation to collect data, and debriefing, enhancing instructional practices
4. Plan, model and/or co-teach evidence-based mathematics instructional and intervention strategies for teachers
5. Continuously mentor and coach teachers
6. Monitor the progress of secondary students in mathematics through benchmark assessments and make recommendations for modifying instruction based on the individual needs of students and trends in student data
7. Collaborate 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
8. Collaborate with grade-level teams to develop rigorous tasks, lessons, 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
9. Assist teachers in collecting and analyzing data to differentiate mathematics instruction and to identify students with misconceptions, students exhibiting characteristics of dyscalculia, and students needing enrichment
10. Advocate, plan, and coordinate opportunities, in conjunction with the school leadership and/or district leadership, for school-based family community engagement in mathematics
11. Actively engage in ongoing professional development activities to enhance coaching skills, knowledge of adult learning theory, skills and expertise in mathematics
12. Facilitate 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
13. Plan and facilitate professional learning opportunities, including job-embedded coaching strategies, to help teachers address student deficits, foster engagement, assess learning, reflect on practice, and identify next steps, while supporting school and district mathematics goals through joint planning, modeling, co-teaching, targeted observation, and debriefing to enhance instructional practices.
14. Maintain detailed records, including a coaching log, to track activities and progress for reporting purposes
15. Support teachers in the authentic integration of computer science and computational thinking concepts within the mathematics classroom
16. Seek and engage in local, regional, and national learning networks to stay current on innovative research-based math practices to support student learning.
17. Adhere to school system rules, administrative procedures, local board policy, and state and federal rules and regulations
18. Performs additional responsibilities as required to support the team and meet organizational objectives

• This position will be subject to the Students First Act of 2011. Madison City Schools reserves the right to fill this position by transfer of a qualified applicant who is already employed by Madison City Schools.
• Under the Students First Act of 2011, no credit toward tenure or non-probationary status is earned in the initial school year of employment if the date of hire occurs after September 30.  

Expected Employment: 187 days (full year)

Evaluation: According to established Board policies and administrative procedures and guidelines.

Salary Range: According to Madison City Schools Salary Schedule (Salary based on employment for complete year).
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