Instructional Coach – K-5 Math Intervention & Technology Integration 2026-2027

Position available for the 2026-2027 school year

Position:  Instructional Coach – K-5 Math Intervention & Technology Integration

Location:   Central Administrative Services 

Supervisor:  Assistant Superintendent Teaching & Learning

Evaluation:  Annually by Assistant Superintendent Teaching & Learning

Classification: Exempt

This dual-focus role requires guiding educators in the implementation of the Oklahoma Math Achievement and Proficiency Act while simultaneously coaching them on the balanced, effective use of technology in the classroom. The ideal candidate will help teachers leverage blended learning models to free up instructional time, allowing for targeted math interventions, robust progress monitoring, and genuine student agency.

Key Responsibilities

K-5 Math Intervention Coaching (Oklahoma Math Achievement and Proficiency Act)

• Universal Screening Implementation: Coach teachers in effectively administering state-approved universal math screeners for grades 2–5 to identify students scoring below the 30th percentile, as well as those who require access to advanced learning opportunities.
• IMIP Development: Guide educators in creating, implementing, and monitoring Individualized Math Intervention Plans (IMIPs) within the required 30-day window. Ensure interventions target specific skill deficits using scientific math research rather than general grade-level review.
• Tiered Instruction & MTSS Support: Support teachers in delivering high-quality Tier 1 instruction aligned with the Oklahoma Academic Standards for Mathematics, while smoothly integrating Tier 2 and Tier 3 interventions into the daily schedule.
• Data-Driven Progress Monitoring: Train staff to utilize diagnostic and progress-monitoring data to dynamically adjust intervention pathways and maintain clear documentation for state reporting and family communication.
• Compliance and Documentation: Oversee the maintenance of all required documentation, including Individualized Math Intervention Plans (IMIPs) and student exemption forms, ensuring alignment with state provisions for compliance.
• State Reporting: Coordinate the accurate and timely electronic submission of student intervention data to the Oklahoma State Department of Education (OSDE) to ensure supplemental funding eligibility.
• Annual School Board Report: Prepare an annual report to the local School Board detailing the status of Math Proficiency Act implementation and student outcomes.

Balanced Technology Integration 

• Redefining Acceptable Use: Coach teachers to move beyond basic device compliance (e.g., digitized worksheets) toward using technology as a tool for student agency. Guide teachers in designing environments where students have control over the time, place, pace, and path of their learning.
• Implementing Blended Learning Models: Facilitate the integration of blended instructional models—such as Station Rotation and Playlists—to combine active online learning with engaged, hands-on offline tasks.
• Optimizing Teacher Time for Intervention: Help educators utilize technology for standard information transfer, thereby freeing up the teacher's time to facilitate the targeted small-group math interventions and student conferencing required by the Math Proficiency Act.
• Fostering Teacher-Student Partnerships: Train teachers to use technology for continuous, two-way feedback loops and formative assessments, shifting the focus from points and grades to true partnerships in learning.

Required Qualifications

• Education: Bachelor’s Degree in Education required.  Master’s degree preferred, focusing on Curriculum and Instruction, Educational Technology, or a related field.
• Certification: Valid Oklahoma Teaching Certificate (Elementary Education or Elementary Mathematics preferred).
• Experience: Minimum of 5 years of successful K-5 classroom teaching experience, with a proven track record of improving student math outcomes.
• Intervention Knowledge: Deep understanding of the Oklahoma Math Achievement and Proficiency Act, Oklahoma Academic Standards for Mathematics, and MTSS frameworks.
• Technology Proficiency: Strong familiarity with blended learning frameworks and practical experience using technology to differentiate instruction and promote active cognitive engagement.

Desired Skills

• Strong interpersonal and communication skills to build trust and rapport with adult learners.
• Ability to analyze and interpret assessment data to guide instructional decisions.
• Capacity to model lessons, co-teach, and provide non-evaluative, actionable feedback that supports teacher growth and student achievement.

Physical Demands: This is an overview intended for compliance with the ADA – it is not an exhaustive list of the duties to be performed. Reasonable accommodations may be made to enable individuals to perform the essential functions of a specific position.

Regular Requirements: Stand for extended periods; walk; twist at the neck and trunk; bend and reach with hands and arms overhead, above the shoulder, and horizontally; repetitive use of fingers and hands to grasp and/or operate equipment and demonstrate lessons to students; lift/move up to 15 pounds

Occasional Requirements: Lift/move up to 25 pounds, ability to administer CPR

Visual Requirements: Close, color, peripheral, depth perception, and the ability to adjust focus

Hearing/Speaking Requirements: Adequate to exchange information

DISCLAIMER:

Requirements are representative of minimum levels of knowledge, skills, and/or abilities. To perform this job successfully, the incumbent will possess the abilities and aptitudes to perform each duty successfully. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions.

Sand Springs Public Schools provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.