Long Term Substitute Elementary Math Coach (2958)

The Natick Public Schools Seek a

Long Term Substitute Elementary Math Coach 10/21/25-3/30/26

We invite you to explore a career with Natick Public Schools.

The Natick Public Schools educate approximately 5,300 students from Pre-K through age 22. We are an innovative, supportive, and high-performing district whose outstanding staff provides high quality services for our diverse students and their families from Natick and Boston. Natick Public Schools is a community dedicated to all students achieving high standards in a safe, trusting, respectful environment where learning is exciting, dynamic, and engaging. We are home to families that speak almost 60 different languages and our student population is approximately 29% Students of Color and 71% White students. With a graduation rate of 97% and 82% of our students attending post-secondary schools, we are proud of our commitment to excellence in educating students to be informed and successful citizens of a global world.

We enthusiastically welcome educators to our district who seek and thrive in a diverse environment that focuses on the whole child in a strengths-based approach. Please partner with us in our mission to support the diversity of our school community, promote and deliver equitable practices for all of our staff, students, and families, and create meaningful connections that enable everyone to feel included and thrive.

• 
  Education:
• • Bachelor’s Degree in Mathematics
  • Masters preferred

• 
  Professional Certification:
• • MA DESE Licensure in Elementary Education (1-6) required (needs to include Elementary Mathematics MTEL 53)

• 
  Specialized Knowledge:
• • Must sufficiently demonstrate math ability and understanding equivalent to algebra 1, through graduate work, training, a degree or some other relevant PD through a M program that is devoted to math education.
  • Coursework appropriate to understanding through Algebra 1.
  • • Demonstration of success in creating significant academic gains for students in the area of Mathematics at the elementary level
    • Demonstration of significant work in leading professional development, curriculum work as a team leader, or similar math content work with elementary staff
    • Ability to work proactively and collaboratively with staff members at various grade levels and with different levels of teaching experience

• 
  Preferred Experience:

Classroom teaching experience at the elementary level.

• 
  SKILLS
• • Demonstrated aptitude for work to be performed
  • Bilingual skills, especially in Spanish and Portuguese, are highly desirable

• Candidates should have a passion for working with students, families, and colleagues
• Candidates must be flexible and collaborative
• Candidates must be able to multitask in a fast-paced, supportive environment that nurtures student growth
• Candidates must be organized and able to meet ongoing, time-sensitive deadlines for work production
• Such alternatives to the above qualifications as the Superintendent may find appropriate and in conformity with state certification requirements.

• Phone, intercom, personal computer and software applications as outlined above, scanner, copy machine, calculator, camera, printers and fax machine.

The information contained in this job description is for compliance with the American with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

AS A RECOGNIZED DISTRICT PROFESSIONAL LEADER:

Resource to allied professionals, parents, other community members, volunteers and tutors

District Based:

• Work closely with the principal(s)
• Meet monthly with job-alikes across system with Assistant Superintendent
• Develop and implement district wide Professional Development
• Continue to support curriculum in accordance with the Massachusetts Frameworks
• Collaborate with curriculum leaders to analyze summative assessments to determine effectiveness of curriculum
• Participate in summer retreat, curriculum development and data activities

School Based:

• Participate in School Based Data/Leadership Team
• Meet regularly with the Principal or designee (weekly if possible) to monitor progress toward instructional goals
• Plan school based professional development
• Collaborate with Special Education and ELL on tiered instruction; IT and Library Teacher on research (ELA) and integrating technology
• Support distribution of resources and materials for buildings at the beginning and end of the year
• Participate in Child Study Team/Data Team regarding individual students as related to curriculum and instruction
• Participate in school events related to curriculum and instruction- (i.e. parent night, Principal coffees, curriculum mornings)
• Manage online subscriptions
• Serve as a resource for parents or for staff to use to communicate with parents (communicate with parents, providing and accessing information); conduct workshops on how they can work with their children in mathematics or reading.
• Collaborate with Title I teachers, KEIPS/FEIPs, where applicable.

AS AN INSTRUCTIONAL COACH:

Resource, support and guide to classroom teachers

District Based:

• Participate in ongoing professional development for coaching
• Remain up to date on research-based instructional practices
• Meet semi-annually with job-alikes

School Based:

• Partner with teachers to improve teaching and learning for all students.
• Hold collaborative planning sessions via PLCs and Teams to develop lessons and strategies for working with students. These are held either on a systematic, regular basis (once a week during planning time), as needed, or “on the fly.”
• Co-teach and model lessons in classrooms, debrief and support reflective teaching practice
• Serve as a mentor to new teachers by modeling and pushing in to provide feedback and coaching.
• Participate in non-evaluative observations (teachers observing each other) for professional growth.
• Lead study groups (reading a professional book or article and then discuss).
• Provide a “friendly ear” for teachers who want to talk about issues, problems, or ideas that they have about math or reading instruction.

AS A DATA MANAGER:

STAR Renaissance screening and Data Management

District Based:

• Liaison with central office staff for troubleshooting issues with universal screening tool
• Provide data reports and analysis for Assistant Superintendent of Teaching, Learning and Assessment
• Participate in ongoing professional development for universal screening tool

School Based:

• Schedule, administer, track & analyze results of benchmark screenings three times per year
• Train new staff in workshop and with self directed professional development on how to use universal screening tool
• Conduct data meetings with grade levels and PLC’s based on benchmark results
• Maintain tracking system for identified students who are in need of intervention
• Conduct Data Mtgs. with Principal and Vice Principal as needed
• Provide data reports and analysis for school leaders

AS AN INTERVENTIONIST:

Coordinator of the Math or ELA intervention program

District Based:

• Assist the Assistant Superintendent for Teaching, Learning & Innovation in the writing or procurement of curriculum and related resources (manipulatives, texts, etc).
• Look for and assist in the selection of new materials (including development of criteria for determining quality of those materials); assist in the piloting of new materials.
• Serve as a leader on curriculum committees.
• Coordinate schedules for math/literacy interventionists and classroom teachers.
• Maintain a Math/ELA resource center or location for various math materials in concert with building principals and curriculum leadership.

School Based:

Tier 1 Instruction:

• See responsibilities of Instructional Coach

Tier 2 Intervention:

• Work in either pull-out or in-class settings or both.
• Collaborate with classroom teachers to identify specific student needs (individual or small groups,

Tier 3 Intervention:

• Provide instruction for individuals or small groups of students (
• Provide instruction, using research supported programs (i.e. Math Kathy Richardson math, Go Math online intervention, Big Ideas Math intervention, Reflex Math, Big Ideas Advanced Grade 6 Curricula, Math Genius grade 6 resources, ReadWorks, CommonLit, Lucy Calkins UoS).

Any other relative duties as assigned.

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to:

• move about the classroom, school, school grounds, and off-site locations.
• • On some occasions, it may be necessary to move quickly across even or uneven surfaces;
• remain in a stationary position, standing or sitting, for periods of time;
• reach with hands and arms and sit, stoop, kneel, or crouch;
• frequently use hands to finger, handle, or feel; and use hand and arm strength to grasp tools;
• operate a computer and other school/office productivity machinery (i.e., a Ladybug projector, iPad, copy machine, computer printer, assistive technology);
• input information into a computer;
• read material from a computer monitor as well as handwritten or printed matter with or without visual aids;
• see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction;
• communicate and collaborate effectively with students, parents, and other staff members in person, via video conference, on the telephone, and/or in writing;
• multitask and meet multiple demands from several people;
• may need to teach and support students with life skills development such as eating, cleaning, and toileting
• lifting up to and including 20 lbs
• the noise level in the work environment is moderate to loud.

Must have the use of sensory skills in order to effectively communicate and interact with other employees and the public through the use of telephone and personal contact as normally defined by the ability to see, read, talk, hear, handle or feel objects or controls.

Salary, benefits, and responsibilities per contract between the Natick School Committee and the Education Association of Natick

• Formal application
• Rating of education and experience
• Oral interviews
• Reference check
• Strong record of work performance in current and previous roles required
• Successful completion of Criminal Records Check (C.O.R.I.), Sexual Offender Record Check (S.O.R.I.), and fingerprints.

The Natick Public Schools do not discriminate on the basis of age, race, creed, color, religion, nationality, sex, sexual orientation, gender identity, disability, pregnancy and pregnancy-related conditions, physical and intellectual differences, immigration status, homeless status, or any other class protected by law.