Primary Purpose

The Secondary Mathematics Instructional Coach is responsible for supporting instructional excellence in mathematics across secondary campuses. This position provides coaching, modeling, feedback, professional learning, intervention support, and instructional guidance to teachers to improve classroom instruction and student achievement.

The coach will support curriculum implementation, lesson planning, data analysis, intervention planning, assessment alignment, progress monitoring, and research-based instructional practices. The position requires strong knowledge of secondary mathematics TEKS, STAAR/EOC expectations, high-quality instructional materials, mathematical content and processes, intervention systems, and effective coaching practices.

Qualifications

Education/Certification

• Master’s degree required.

• Valid Texas teaching certificate in Mathematics or a related secondary mathematics certification required.

Experience

• Minimum of three years of successful classroom teaching experience required.

• Secondary mathematics teaching experience preferred.

• Experience with instructional coaching, curriculum writing, intervention planning, data analysis, or teacher leadership preferred.

• Experience supporting STAAR/EOC-tested mathematics content preferred.

Special Knowledge/Skills

• Strong knowledge of secondary mathematics TEKS, STAAR/EOC standards, and instructional best practices.

• Ability to support teachers with lesson internalization, conceptual understanding, procedural fluency, problem-solving, mathematical reasoning, student discourse, questioning strategies, student engagement, small-group instruction, and targeted intervention.

• Ability to analyze student achievement data and support teachers in developing targeted instructional and intervention responses.

• Strong understanding of high-quality instructional materials, curriculum implementation, vertical alignment, and intervention systems.

• Ability to support teachers in using manipulatives, models, visual representations, technology, and multiple problem-solving strategies.

• Ability to model effective classroom instruction and provide meaningful, timely feedback.

• Strong communication, collaboration, organization, and interpersonal skills.

• Ability to build positive relationships with teachers, campus leaders, students, and district staff.

• Ability to maintain confidentiality and professionalism.

• Ability to lead professional learning and support adult learners.

Major Responsibilities and Duties

Instructional Coaching, Intervention, and Teacher Support

1. Provide job-embedded instructional coaching to secondary mathematics teachers.

2. Model effective instructional and intervention practices in classrooms.

3. Support teachers with lesson internalization, planning, delivery, intervention design, and reflection.

4. Conduct coaching cycles that include goal setting, observation, feedback, modeling, co-teaching, intervention planning, and reflection.

5. Assist teachers in strengthening Tier 1 instruction aligned with district curriculum and instructional expectations.

6. Support teachers with strategies for developing conceptual understanding, procedural fluency, mathematical reasoning, problem-solving, academic discourse, student engagement, small-group instruction, and differentiated intervention.

7. Support teachers in helping students make connections among concrete models, visual representations, mathematical language, and abstract concepts.

8. Assist teachers in identifying and addressing common mathematical misconceptions.

9. Provide targeted coaching support for new teachers, teachers new to the content or course, and teachers needing additional instructional or intervention support.

10. Support the implementation of district instructional frameworks, intervention systems, expectations, and strategic priorities.

11. Assist teachers in using student data to identify learning gaps, group students, and plan targeted intervention.

12. Support teachers in developing intervention plans that address prerequisite skills, computational fluency, conceptual understanding, problem-solving, mathematical reasoning, and STAAR/EOC readiness.

Curriculum, Assessment, Data, and Intervention

1. Support the implementation of district-approved mathematics curriculum and high-quality instructional materials.

2. Assist teachers and professional learning community teams with analyzing assessment data, including common assessments, benchmarks, STAAR, EOC, intervention progress-monitoring data, and formative classroom data.

3. Support teachers in identifying student learning gaps and planning targeted instructional interventions.

4. Collaborate with campus and district leaders to monitor student progress, intervention effectiveness, and instructional trends.

5. Assist in developing, reviewing, and refining instructional resources, assessments, intervention materials, and progress-monitoring tools.

6. Support alignment of instruction, assessments, activities, student tasks, and intervention supports with the content and rigor of the mathematics TEKS.

7. Support the development and use of assessments that measure conceptual understanding, procedural fluency, mathematical reasoning, and application.

8. Help teachers use data to adjust instruction, provide intervention, monitor student progress, and improve student outcomes.

9. Support intervention systems for students who are not meeting grade-level or course expectations, including the planning, monitoring, documentation, and adjustment of supports.

10. Collaborate with teachers and campus teams to ensure interventions are timely, targeted, data-driven, and aligned with students’ identified needs.

11. Support vertical alignment across secondary mathematics grade levels and courses, including the identification of prerequisite skills and readiness standards.

Professional Learning and Collaboration

1. Plan and facilitate professional development for secondary mathematics teachers.

2. Support campus professional learning communities and collaborative planning meetings with a focus on instruction, data analysis, intervention, and student growth.

3. Collaborate with campus administrators, department chairs, instructional coaches, interventionists, and district leaders to improve mathematics instruction and student achievement.

4. Participate in district curriculum meetings, data meetings, intervention planning meetings, and instructional planning sessions.

5. Provide training and support on mathematics instructional practices, curriculum implementation, assessment design, intervention strategies, progress monitoring, and the effective use of instructional technology.

6. Support vertical and horizontal alignment across secondary grade levels and mathematics courses.

7. Serve as a resource for teachers and campus leaders regarding secondary mathematics instruction, assessment, and intervention.

Campus and District Support

1. Support district and campus improvement goals related to mathematics achievement, intervention, and instructional excellence.

2. Assist campuses with instructional walkthroughs, data reviews, intervention reviews, and teacher support plans as needed.

3. Support intervention planning for students who are not meeting grade-level or course expectations.

4. Monitor and support the implementation of intervention plans to ensure students receive targeted, consistent, and documented support.

5. Maintain accurate coaching records, intervention documentation, schedules, and reports.

6. Communicate regularly with district and campus leadership regarding coaching support, intervention needs, instructional needs, student progress, and outcomes.

7. Support initiatives that promote a culture of high expectations, mathematical thinking, continuous improvement, student growth, and academic success.

8. Perform other duties as assigned.

Supervisory Responsibilities

None.

Working Conditions

Mental Demands

Ability to communicate effectively, maintain emotional control under stress, analyze complex instructional and student performance data, manage multiple priorities, meet deadlines, and work with frequent interruptions.

Physical Demands

Frequent walking, standing, sitting, bending, and reaching. Repetitive hand motions, including keyboarding and computer use. Occasional lifting and carrying of instructional materials, mathematics manipulatives, and equipment.

Environmental Factors

Frequent districtwide and campus-based travel. May require occasional prolonged or irregular hours, including after-school meetings, professional development, or district events.

Salary : $67,000 - $85,801