Math Coach

**This is an anticipated opening for the SY24-25.**

**District Overview**:
**Position Description**:
A Math Coach is a specially prepared professional who has responsibility for the math performance of students in general and struggling students in particular within their schools. The Math Coach will provide high-level math support for members of the school community that is consistent with and fulfills the requirements of the Massachusetts Math State Frameworks. The Math Coach in this role works closely with the Principal(s), the STEM Director, the Title I Director, and other relevant school/district administrators, teachers, and parents to accomplish the goals outlined in the School Improvement Plan and the school systems requirements for the improvement of math instruction.

The Math Coach’s full-time job is to improve math instruction in the school in all areas of math, including the standards of mathematical practice. This individual will not have direct classroom duties nor will they have administrative responsibilities outside of the math program, but will include support in math skills and strategies.

**Qualifications**:

- Master's degree in Mathematics, Education, Special Education, or related field.
- Three to five years of prior K-8 teaching experience, elementary experience preferred; preference for individuals with ELL certification or SEI endorsement.
- Valid MA Math and/or Special Education certification preferred.
- Experience and skill as a coach or mentor for adults on math related topics.
- Excellent communication skills.
- Deep understanding of scientifically based math research and evidence-based practices for teaching K-8 math and assessing student progress toward achievement of benchmarks as documented in coursework and experience as a teacher of mathematics.

**Major Responsibilities**:
**Professional Development**
- Establish clear goals for professional development that are consistent with math goals
- Assist teachers in formulating own goals for professional development
- Coach/mentor classroom teachers as they implement evidence-based instructional practices associated with the comprehensive math curriculum (core, supplemental, and intervention curriculum and instructional approaches); work with core program publisher on program-specific professional development and the alignment of the core program with concepts presented through the 5 District Partnership and follow-up professional development sessions
- Provide feedback during coaching on teaching effectiveness and fidelity to guidance as provided by the teacher's guide including concrete suggestions for improvements, especially related to strategies for working with struggling math students, English language learners, and others with special needs within the regular classroom
- Establish and oversee a peer mentoring support network for teachers as they implement recommended instructional practices include opportunities for teachers to visit one another's classrooms to observe the implementation of specified practices
- Design school-based professional development in conjunction with the STEM Director that is analytic, reflective, and inquiry-oriented (e.g. site-based content knowledge workshops on strategies aligned with scientifically based mathematic research); lead monthly study groups to discuss the research, share experiences on implementing recommended practices, and examine student work
- Provide demonstration materials (e.g. videos, professional books) to support and extend professional development site-based opportunities
- Act as catalyst for building a school learning community that focuses on integrated learning, building connections across grades
- Once a month expected to attend an after school curriculum support teacher meeting 3:45-5:45

**Assessment**
- Aid in the development of a math assessment screening, progress monitoring, diagnostic, and outcomes measures
- Implement procedures for monitoring student performance associated with benchmarks
- Mentor/coach teachers as they utilize assessments(e.g. classroom-based assessments), helping teachers to avoid over-assessing students or using redundant measures
- Coach teachers as they analyze math assessment data to identify students who are making adequate progress or those in need of substantive intervention
- Coach teachers on the use of assessment data to modify instruction for individual students and to group students for classroom instruction (e.g. homogeneous groups)
- Collect and analyze data from the math assessments, and any other data collected by the city; input the data into a predetermined location. Meet with teachers on a regular basis to discuss student progress and look at student work.
- Collect and analyze data; create instructional plans twice a year based on data, to support classroom instructions in a way that will meet the needs of students.

**Curriculum and Instruction**
- Review materials under consideration for purchase for evidenc