Math Coach/Interventionist for the 2024-2025 School Year

                                          POSITION DESCRIPTION 

POSITION PURPOSE:

The Math Coach/Interventionist should be an experienced classroom teacher with an understanding of math curriculum, instructional practices, classroom operations and organization. The primary responsibilities will be as a coach and mentor to support classroom teachers in the promotion of teaching and learning best practices as well as an interventionist to plan and provide appropriate learning experiences for students. The interventionist is also responsible for supervising students in a variety of school related settings; monitoring and evaluating student outcomes; and communicating/interacting with students, parents, staff, and the community. The Coach/Interventionist will support the implementation of district math initiatives. Math Coach/Interventionist also provide on­going, job ­embedded training, and support instructional skill­building for teachers to deepen their understanding of best practices and increase mathematical achievement for all students. The Math Coach/Interventionist understands mathematics content, culturally responsive pedagogy and assessment, and coaching. 

MINIMUM QUALIFICATIONS:

• Bachelor’s Degree or higher from an accredited institution in the area of Mathematics, Curriculum Development, Education, or other related field. 
• Five (5) years minimum experience as a highly effective classroom teacher, school-based or central office specialist, public school principal or assistant principal, and/or Central Office administrator. 
• Any equivalent combination of training and experience that provides the required knowledge, skills and abilities. 

EDUCATION, TRAINING, AND EXPERIENCE: 

• NC Teacher Licensure in related fields. 
• Must possess a valid driver’s license issued by the NC Department of Motor Vehicles.

PREFERRED QUALIFICATIONS:

• Masters Degree or higher from an accredited institution in the area of Mathematics, Curriculum Development, Education, or other related field. 
• Five (5) years minimum experience as a highly effective classroom teacher, school-based or central office specialist, public school principal or assistant principal, and/or Central Office administrator. 

KNOWLEDGE, SKILLS, AND ABILTIES:  

• Assist in implementation of decisions in regards to mathematics curriculum and instruction.
• Generate data reports 
• Communicate trends in data to Pre-K/12 Math Facilitator, principals, Professional Learning Communities, and Teachers. 
• Attend PLCs as requested to provide resources for teachers. 
• Provide professional development based upon needs at various schools and at the district level.
• Evaluate various needs across PLC’s and schools related to mathematics instruction.
• Communicate needs to the District Leadership and principals to best provide instructional resources and materials. 
• Work with PLCs and lead teachers to develop curriculum guides, Common Formative Assessments, and resources to guide instruction. 
• Determine a timeline of professional development activities and support to develop a strong math program for the school system 
• Instruct, support, coach, mentor and monitor strong mathematics instructional approaches with teachers 
• Act as a liaison between school staff and Pre-K -12 Math Facilitator and other District Leaders (Executive Director of Curriculum and Instruction, etc.)
• Work collaboratively with instructional support specialist teams (EC/AIG/ESL/Reading teachers, Literacy Coaches, Math Coaches/Interventionists, Title I interventionists) 
• Maintain up­ to ­date personal record of activities 
• Support teachers in the use of appropriate planning mechanisms in math instruction 
• Coach teachers in the development of appropriate and authentic assessment activities to support differentiated and integrated approaches to mathematics instruction 
• Present to and communicate with a wide school audience as required 
• Assist with the development of curriculum and curricular materials including vetting of resources, formative assessment design, as well as district benchmark assessments. 
• Collect, manage, analyze data to inform classroom instructional practices 
• Collect, manage, and analyze data to inform programmatic decisions 
• Other negotiated tasks as determined by Supervisors 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Support the schools with the continuous improvement of education for all students by serving as the curriculum area specialist.  
• Serve the school district as a specialist in his/her respective content area by developing and  refining the content of the curriculum. 
• Coordinate and manage the organization and progress of vertical teams to ensure comprehensive and sequential programs (vertical alignment). 
• Provide instructional leadership in the need’s assessment, planning, and coordination of staff  development in the content areas, and/or schools. 
• Collaborate with school campus personnel to assist schools with staff development and  instructional programs in the respective content area. 
• Assist with the development of system created assessments in the related content area. 
• Assist with the evaluation of new and existing programs in the district. 
• Assist school principals with curriculum and instructional decisions based on individual  school campus needs.  
• Assist principals and staff with disaggregating data to determine instructional needs of the  students. 
• Lead the district curriculum committees with revisions to curriculum and adoption of new  subject instructional materials, as needed to meet student learning needs and goals. 
• Assist teachers, especially those new to the profession and the district, with instructional  methodology, district curriculum requirements, etc. 
• Secure, evaluate, and deliver instructional material as needed. 
• Develop methods and procedures for implementing the curriculum, including the coordination  of the development, editing and/or revision of curriculum guides and other instructional  materials to support the program in his/her specialized area. 
• Communicate effectively with supervisors regarding pertinent aspects of the instructional  program. 
• Encourage and support the development and implementation of innovative instructional  programs to achieve identified needs. 
• Encourage and support the implementation of technology into the classroom. 
• Assist with planning for summer school education programs in a given specialized area. 
• Work closely with principals, counselors, department chairs and teachers in creating an open,  cooperative atmosphere for effective communication. 
• Work cooperatively and harmoniously with all members of the Curriculum and Instruction  Department, as well as other administrative departments, as needed. 
• Communicate effectively with parents, students and the community. 
• Demonstrate high expectations of students and staff. 
• Work collaboratively with others to support the school district mission and goals; articulate a  vision for the district’s program. 
• Monitor various instructional program activities. 
• Research programs and provide an analysis of such programs to determine possible  implementation in the district. 
• Assist with the orientation of new teachers in the field. 
• Help provide growth opportunities for teachers in need of assistance. 
• Prepare a budget for specific content area, justify requested funds, and appropriately allocate  funds throughout the school year. 
• Encourage and promote parental and community involvement in the educational process by  informing the community of mathematical standards for graduation, etc. 
• Improve leadership skills through self-initiated professional activities, such as participation  with and/or work on committees associated with professional organizations, or to meet  statewide needs. 
• Participate in appropriate educational conferences and staff development opportunities for job  growth and enhanced job performance. 
• Perform other duties as assigned by the Executive Director of Curriculum and Instruction.

DISCLAIMER: The above statements are intended to describe the general purpose and

responsibilities assigned to this  position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and  skills that may be required of the employees assigned to this position. This description may be revised by the supervisor, with  HR review and approval, any time.