HomeMy WebLinkAboutsecondary math coach 2017March 2017
TITLE: Secondary Math Coach
QUALIFICATIONS:
Demonstrated success as a secondary math teacher;
Completion of graduate level math or math education and related courses;
In-depth knowledge of Idaho Math Content and Practice Standards;
In-depth knowledge of math instruction and assessment;
Strong communication skills and the ability to coach/mentor others;
Expertise in working with teachers to improve their practices;
Experience in designing and facilitating teacher learning;
Excellent presenter for small and large groups;
Experience with data interpretation to improve student achievement;
Holds a valid Idaho Teaching Certificate endorsed for appropriate levels and subjects;
Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
REPORTS TO: Director of Curriculum and Professional Development
JOB GOALS:
To support the delivery of School District 91’s written, taught, tested and reported curriculum and contribute to maximizing student achievement.
The Math Coaches will provide on-going and job-embedded professional development and support for teachers and principals to improve student learning in Mathematics. Math Coaches will
support the implementation of the district’s instructional program and practices and use data to evaluate effectiveness.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Collaborate with building principals, guiding coalitions, math department heads, and teachers to organize, coordinate, support, design, and facilitate learning for teachers within a
school;
Facilitate teacher understanding of the district’s adopted curriculum including standards-based learning targets, scope, sequence, and pacing to deepen understanding of math concepts,
practices, skills, and learning progressions;
Collaborate with other instructional coaches and engage in continuous professional development to strengthen coaching practices and math program;
Support teachers and PLC teams in choosing appropriate instructional methodologies, differentiating instruction, matching instructional and assessment approaches with the curriculum,
and creating productive learning environments to enhance learning for all students;
Assist teachers in understanding and using building, PLC, and classroom formative and summative assessment data to make instructional and curricular decisions;
Partners with teachers and teams in setting goals, co-planning, co-teaching, observing, providing feedback, and engaging in reflective conversations to impact student learning in student-centered
coaching cycles;
Model evidence-based instructional practices and help teachers implement these practices;
Ensure that evidence-based instructional strategies learned in workshops are used effectively in classrooms;
Maintain high standards of ethical behavior and maintain the integrity of confidential information relating to students, staff, or District patrons;
Has regular and predictable attendance.
This organization believes that every individual makes a significant contribution to our success. That contribution should not be limited to assigned responsibilities. Therefore, this
position description is designed to define primary duties, qualifications and job scope but should not limit the incumbent nor the organization to the work identified. It is our expectation
that every employee will offer his/her services wherever and whenever necessary to ensure success of the District’s goals.
OTHER DUTIES AND RESPONSIBILITIES
Performs all other duties as assigned consistent with the responsibilities of a teacher, the Idaho Code of Ethics, and the negotiated contract.
TERMS OF EMPLOYMENT:
The exact terms of this position will be determined by the needs of the district and budgetary constraints. Benefits will be in accordance with approved board policy. Salary will be
in accordance with the placement on the Teacher’s Salary Schedule commensurate with years of experience and education.
EVALUATION:
Performance of this position will be evaluated annually by the Director of Curriculum and Professional Development as part of the teacher evaluation process in accordance with provisions
of the negotiated master agreement and board policy.