RUSSELL COUNTY SCHOOLS
ANA BUILDING-BASED MATHEMATICS COACH
JOB DESCRIPTION
QUALIFICATIONS:
(1) Hold a valid Alabama professional certificate in early childhood education, elementary
education, or special education.
(2) Have a minimum of five years' experience as an early childhood education, elementary
education, or special education teacher.
(3) Must meet background clearance requirements as specified by Alabama Statutes and
State Board of Education regulations.
(4) Demonstrate expertise, as attested by a current or former employing city or county
superintendent of education, in mathematics instruction and intervention and early
numeracy interventions, including dyscalculia interventions.
(5) Hold a master's degree or have completed professional development recommended by
the Elementary Mathematics Task Force or both.
KNOWLEDGE, SKILLS AND ABILITIES:
KNOWLEDGE is required to perform advanced math; read technical information, compose a
variety of documents, and/or facilitate group discussions: and analyze situations to define issues
and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform
the functions of the job include: lesson planning; instructional materials and community
resources. SKILLS are required to perform multiple, technical tasks with a need to periodically
upgrade skills in order to meet changing job conditions. Specific skill-based competencies
required to satisfactorily perform the functions of the job include: applying assessment
instruments; operating standard equipment; planning and managing projects; and using
pertinent software applications. ABILITY is required to schedule a significant number of
activities, meetings, and/or events; collate data and use basic, job-related equipment.
REPORTS TO:
Principal
JOB GOAL
To ensure all students are proficient on or above grade-level mathematics by the
end of fifth grade.
SUPERVISES:
N/A
PERFORMANCE RESPONSIBILITIES:
- (1) Supporting the improvement of instruction with an emphasis on Tier l instruction to
ensure students do not fall behind.
- (2) 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.
- (3) 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.
- (4) Modeling evidence-based mathematics instructional and intervention strategies for
teachers.
- (5) Mentoring and coaching teachers continuously.
- (6) Assisting teachers in using data to differentiate mathematics instruction and to identify
students exhibiting the characteristics of dyscalculia and other exceptionalities.
- (7) 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.
- (8) Focusing solely as a mathematics coach for schools with elementary grade students.
- (9) 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.
- (10) 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 evidence
- (11) Assisting teachers in using formative assessments and analyzing student work to identify
students with misconceptions, students exhibiting characteristics of dyscalculia, and
students needing acceleration
- (12) 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.
- (13) 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.
- (14) Advocating, planning, and coordinating opportunities, in conjunction with the principal,
for school-based family and community engagement in mathematics.
- (15) Participating 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.
- (16) Engaging in ongoing learning opportunities to grow in knowledge, skills, and expertise
in mathematics.
- (17) 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.
- (18) Planning or facilitating, or both, professional learning opportunities that will assist
teachers in targeting student deficits; facilitate professional conversations; foster student
engagement; assess sh1dent learning; reflect on professional practice; and identify next
learning steps to achieve state, district, and school goals in mathematics.
- (19) Recording job duties and time spent with teachers on a state-specified electronic
platform.
- (20) Supporting teachers in the authentic integration of computer science and computational
thinking concepts within the mathematics classroom.
PHYSICAL REQUIREMENTS:
Light Work: Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force as
frequently as needed to move objects.
TERMS OF EMPLOYMENT:
As per the ANA, building-based mathematics coaches shall be employed as ten-month
employees. The extra days beyond the nine months shall be used to train teachers, develop units
of instruction and materials to support instruction, as determined by school data, and receive
professional learning.
The ANA building based mathematics coaches may not perfom1 administrative duties, serve in
administrative roles, serve as a substitute teacher, serve as a testing coordinator, serve as an
interventionist, or perform any other school duties not focused on coaching or the mathematics
improvement of students during the instructional day.
EVALUATION:
Building-based mathematics coaches as designated by the ANA will be evaluated according to
quantitative and qualitative data measures. Summative and formative student assessment data,
surveys, and site visit reports will be used in determining ANA mathematics coaches'
effectiveness. Support for ANA mathematics coaches will be provided by Alabama Mathematics,
Science, and Technology Initiative (AMSTI) Regional Specialists and monitored by Office of
Mathematics Improvement (OMI) Regional Coordinators according to specifications outlined in
the ANA.
Performance of this job will be evaluated in accordance with provisions of the Board’s policy on
evaluation of personnel.
