- Support the improvement of instruction with an emphasis on Tier 1 instruction to ensure students do not fall behind.
- Collaborating with the school principal and faculty to establish and implement a strategic plan for coaching and mathematics instruction to improve student achievement in mathematics.
- Facilitating 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.
- Model evidence-based mathematics instructional and intervention strategies for teachers.
- Mentoring and coaching teachers continuously.
- Assisting teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities.
- Monitoring the progress of K-5 students in mathematics through benchmark formative assessments at least three times per year and making recommendations for modifying instruction based on the individual needs of students and trends in student data.
- Focusing solely as a mathematics coach for schools with elementary grade students.
- Collaborating 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.
- Collaborating 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's evidence.
- Assisting teachers in using formative assessments and analyzing student work to identify students with misconceptions, students exhibiting characteristics of dyscalculia, and students needing acceleration.
- Assisting teachers in administering early numeracy screeners or diagnostic assessments, or both, in Grades K-2. The assistance of a mathematics coach may not exceed two hours per week.
- Assisting teachers with administering fractional reasoning screeners or diagnostic assessments, or both, for students in Grades 4 and 5, subject to legislative appropriation. The assistance of a mathematics coach may not exceed two hours per week.
- Advocating, planning, and coordinating opportunities in conjunction with the principal, for school-based family and community engagement in mathematics.
- Participating actively and cooperatively in any OMI regional coordinator and Alabama Mathematics, Science, and Technology Initiative (AMSTI) regional mathematics specialist visits and professional learning to meet agreed-upon personal outcomes and all school, district, and state-established mathematics goals.
- Engaging in ongoing learning opportunities to grow in knowledge, skills, and expertise in mathematics.
- Facilitating 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.
- Planning or facilitating, 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.
- Recording job duties and time spent with teachers on a state-specified electronic platform.
- Supporting teachers in the authentic integration of computer science and computational thinking concepts within the mathematics classroom.
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building-based mathematics coach - Mobile, United States - Mobile County Public School System
Description
The duties include but are not limited to:
MINIMUM QUALIFICATIONS :
Hold a valid Alabama professional certification in Early Childhood Education, Elementary Education, or Special Education.
Hold a master's degree or have completed professional development recommended by the Elementary Mathematics Task Force, or both.
Have a minimum of five years' experience as an early childhood education, elementary education, or special education teacher.
Must demonstrate expertise, as attested by a current or former employing district, in mathematics instruction and intervention, and early numeracy interventions, including dyscalculia interventions.
Must possess effective oral and written communication skills.
Must possess effective time management and organizational skills.
Must possess a high level of integrity and commitment to job responsibilities.
Must possess knowledge of mathematical content and learning theory.
