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Mathematics Coach (Grades 6-8)

Description

Position Purpose: The Mathematics Coach (6-8) works to promote significant student and staff outcomes in the area of mathematics. This position includes: instructional coaching, co-teaching, co-planning, and small group instruction.

The Mathematics Coach will also be responsible for supporting curriculum development, professional learning, and mathematics programming.

Required Certifications / Licenses

Education

Required: Bachelor’s degree in education or related field
Preferred: Master’s degree in education, school administration, or related field

Experience

Required:

A minimum of five years of teaching and/or leadership experience related to teaching & learning of mathematics
Experience in development of instruction, assessment, and curriculum
Experience with curriculum alignment and best practices in mathematics instruction

Preferred: Experience as an Instructional Coach

Certification

Required: WI Professional Regular Education Teacher License
Encouraged: WI Professional Educator 1400 Mathematics License

Technology Knowledge & Skills

Proficient computer skills (word processing, spreadsheets, internet, email, etc.)

Essential Performance Responsibilities

Maintains knowledge of national, state, and district standards, frameworks, and research-based instructional practices regarding content knowledge, and elements of a quality instructional cycle in Mathematics.
Supports Assessment, Curriculum, & Instruction for planning, development, implementation and evaluation of professional learning to support 6-8 Mathematics.

Design and provide ongoing job-embedded professional learning in support of RUSD curriculum and deepen knowledge and skills about high-quality Mathematics instructional practices.

Participates in meetings, committees, and in-services for the purpose of maintaining knowledge of and/or gathering information about RUSD curriculum, instructional practices, content knowledge, or elements of a quality instructional cycle in Mathematics.
Facilitate weekly math-focused PLCs with the grade-level teams from your assigned buildings
Conduct coaching cycles with a case-load of teachers from your assigned buildings
Serves as the liaison between classroom teachers and Assessment, Curriculum, & Instruction content area supervisors.
Assist teachers, instructional teams, and principals in the analysis of formative and summative assessments to monitor student learning and alignment to the district curriculum.
Exhibits fluency in the RUSD Student-Centered Coaching Model and engages in student-centered discussions to design instruction that is based on specific goals for student learning.
Demonstrates exemplary instruction for teachers through the following practices: coaching, model lessons, collaborative lesson planning, lesson study facilitation, small and large group professional learning
Supports Curriculum & Instruction content area supervisors in coordinating the development and implementation of Mathematics curriculum for the purpose of enhancing student achievement, monitoring and meeting district objectives, leads instructional walk throughs, and empower staff impact.
Collaborates with other district personnel (district administrators, building principals, teachers, etc.) for the purpose of selecting and maintaining effective curriculum materials and methodologies.
Collaborate with the school and district staff in the implementation of Multi-Level Systems of Support (WiMLSS), including Tier II and Tier III intervention and extension.
Coordinates the development and implementation of the Mathematics (6-8) curriculum for the purpose of enhancing student achievement, meeting district objectives, and maintaining compliance with all relevant codes and regulations.
Researches curriculum and student assessment materials and methodologies to provide additional information and/or recommendations to address curriculum and student assessment needs and requirements.
Supports the assessment and use of district curriculum materials for the purpose of evaluating program effectiveness.
Supports Curriculum & Instruction content area supervisors and building administrators in understanding and utilizing student assessment data for the purpose of enhancing student academic achievement and meeting state, federal, and district objectives.
Evaluate, reflect, share, and recommend current research and professional practice to make effective use of existing and emerging instructional practices and resources in support of student learning and academic achievement.
Implements and adheres to district policies, procedures, rules and regulations, and directives.
Identify and/or develop, evaluate, and recommend new or expanded programs and curricula in Mathematics education.
Analyze, share, and present information and best practices in Mathematics to staff.
Completes other duties as assigned.

Knowledge, Skills & Abilities

Effective and efficient time and task management skills including planning, managing and organizing
Skilled facilitation, consensus-building and conflict resolution
Knowledge of, and experience with, Multi-Level Systems of Support (WiMLSS)
Model continuous improvement
Demonstrates knowledge of Danielson Framework for Teaching
Understanding of effective professional learning skills
Knowledge of data analysis and reporting skills
Maintain confidentiality of sensitive information
Communicate clearly and concisely, both orally and in writing
Deliver constructive and honest feedback effectively both orally and in writing
Knowledge of or willingness to learn about current district curricula and materials for mathematics
Knowledge of and willingness to learn about current theories, techniques and methodologies of mathematics
Knowledge in the development and maintenance of 6-8 math curriculum design including the 6-8 ACI Math webpages
Analyze data from multiple sources to design, implement, monitor and evaluate successful mathematics initiatives and curriculum.
Function as a member of a collaborative team and work harmoniously and cooperatively with professional staff and the school community.
Work effectively, cooperatively and respectfully with staff, parents, students and community members regardless of race, creed, color, gender, sexual orientation, gender identity, ethnic/national origin, religion, marital status, age, socio-economic status
Knowledge of processes to address cultural diversity, special needs, and associated issues related to student performance and instructional methodology
Articulate mathematics programming to parents

Work Environment

Busy school environment with multiple priorities and frequent interruptions.

Physical Demands

Must be able to spend up to 70% of the day walking.
Able to walk or run quickly through hallways and stairwells in an emergency situation.
Ability to stand for prolonged periods, respond to active crisis situations and support student movement.
Ability to perform light physical work, frequently lifting up to 50 pounds without assistance
Ability to communicate effectively on the telephone and in person to provide information and assistance
Ability to move throughout the building and from building to building
Dexterity and hand/eye coordination necessary to operate computer keyboard and other office equipment
Hearing ability adequate to participate in numerous conversations throughout the day, both in person and over the telephone
Ability to complete job activities in an environment where background noise and frequent interruptions are the norm
Ability to maintain concentration and focus on tasks requiring timeliness and accuracy
Reasonable accommodations requested by qualified individuals with disabilities will be made in accordance with the ADA
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position with or without reasonable accommodation.

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