Math Coach; Kilby Laboratory School

JOB This position serves as a mathematics leader for teachers, students, and constituent groups with the goal that all students perform mathematics on or above grade level by the end of fifth grade. In order to ensure that all students are performing math on or above grade level by the end of fifth grade, this position will include the below essential duties as evidenced by student mathematics achievement, growth, and increased teacher efficacy.

Sponsorship is not available for this position. EXAMPLE OF DUTIES

• Ensure that all students are proficient on or above grade-level mathematics by the end of fifth grade;
• Support the improvement of instruction with and emphasis on Tier 1 instruction to ensure students do not fall behind;
• Collaborate with director and other faculty to establish and implement a strategic plan for coaching and mathematics instruction to improve student achievement in mathematics;
• Facilitate schoolwide mathematics professional learning, including job-embedded assistance using coaching strategies, including joint preplanning, modeling lessons, co-teaching lessons, targeted observation to collect data, and debriefing activities;
• Model evidence-based mathematics instructional and intervention strategies for teachers;
• Mentor and coach teachers continuously;
• Assist teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities;
• Monitor the progress of K-5 students in mathematics through benchmark formative assessments at least three times per year and make recommendations for modifying instructional activities based on the individual needs of students and trends in student data;
• Focus solely as a mathematics coach;
• 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;
• Collaborate with grade-level teams to develop rigorous tasks, lessons, and 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;
• Assist teachers in using formative assessments and analyzing student work to identify students with misconceptions, students exhibiting characteristics of dyscalculia, and students needing acceleration;
• Assist teachers in administering early numeracy screeners or diagnostic assessments, or both, in grades K-2, not to exceed two hours per week;
• Assist teachers with administering fractional reasoning screeners or diagnostic assessments, or both, for students in grades 4-5, subject to legislative appropriation and not to exceed two hours per week;
• Advocate, plan, and coordinate opportunities, in conjunction with the director, for school-based family and community engagement in mathematics;
• Participate actively and cooperatively in any OMI regional coordinator and AMSTI regional mathematics specialist visits and professional learning to meet agreed-upon personal outcomes and all school, district, and state-established mathematics goals;
• Engage in ongoing learning opportunities to grow in knowledge, skills, and expertise in mathematics;
• 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;
• Plan, facilitate, or both, professional learning opportunities that will assist teachers in targeting student deficits; facilitate professional conversations; foster student engagement; assess student learning; reflect on professional practice; and identify next learning steps to achieve state, district, and school goals in mathematics;
• Record job duties and time spent with teachers on a state-specified electronic platform;
• Support teachers in the authentic integration of computer science and computational thinking concepts within the mathematics classroom;
• Perform all other duties as assigned.
  

ADDITIONAL DUTIES:

• Collaborate with faculty in the college and department to:
  • Support and model best practices that align with the Alabama Numeracy Act (ANA) for teacher candidates majoring in early childhood, elementary, and collaborative special education;
  • Engage in course planning and preparation that aligns with the ANA, ALSDE goals, and initiatives;
  • Provide non-academic credit bearing coursework and trainings aligned with ANA standards;
  • Serve as both resource and demonstration laboratory of best practices in math instruction for teacher candidates, the community, and the region;
• Collaborate with faculty and teacher candidates in the department of TLL to collect, analyze, and disseminate data for scholarly purposes;
• Serve on departmental, college, and university committees upon request.

SUPPLEMENTAL INFORMATION Please be prepared to upload a cover letter and resume at the time of application as well as provide contact information for at least three professional references. Transcripts are also required.

Official transcripts for the highest degree attained are required of the successful candidate, but unofficial copies will be accepted for the application process. If any of your graduate hours in the relevant teaching discipline are taken from a degree(s) that is not your highest attained, an official transcript of that degree(s) must also be submitted. Electronic copies, if available, of unofficial transcripts may be attached under the attachment headings of Unofficial Transcript 1, Unofficial Transcript 2, etc. Electronic copies of unofficial/official transcripts may also be requested to be sent to employment@una.edu. If electronic copies of transcripts are unavailable, hard copies must be sent to: Human Resources, One Harrison Plaza, UNA Box 5043, Florence, AL, 35632 or brought to 601 Cramer Way, Room 226. Official transcripts must be sent directly to HR from the issuing school via email or postal mail to be considered official. Transcripts with a designation of “Issued to Student”, or with the student name listed as the recipient will not be considered official. Official transcripts will be required of the successful candidate prior to the start date of the appointment, but unofficial copies will be accepted for the application process. If you attended UNA, please click here to fill out an online, electronic transcript request form. Your transcripts will be delivered to HR and we will upload them to your application packet at no charge to you.

For questions, please email employment@una.edu or call 256.765.4291 and select option #2. Selecting an option other than #2 will result in a delayed response.