MATH COACH - CONNORS ELEMENTARY (#840)

SUMMARY:   The role of the math coach is to increase student achievement by supporting staff in best practice, classroom delivery and lesson development. The math coach will strengthen the school’s mathematics program by providing interventions to students and professional development to teachers, which utilize proven research based techniques.  The coach will participate in mathematics professional development as opportunities become available.

Salary starting at $40,000
  
ESSENTIAL DUTIES AND RESPONSIBILITIES  Other duties may be assigned.
Assist teachers with implementing a balanced math program and/or common core standards and mathematical practices.
Serve as curriculum leaders in math.
Be fluent in technology applications that support numeracy in all areas.
Oversee building data related to math.
Work with teachers to plan instruction that infuses mathematical practice into all classrooms.
Provide professional development on best practices of mathematical teaching and learning.
Meet with grade level staff regularly for unit and lesson planning.
Plan for and support differentiation and interventions.
Support staff with assessments and reporting.
Act as part of RTI problem solving team.
Be part of the School Wide Title 1 reporting.
Work with students to exemplify best practice.
Perform other related tasks as assigned.
 
SUPERVISORY RESPONSIBILITIES:
Supervise students in classroom and school settings.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
EDUCATION and/or EXPERIENCE:
· Valid Maine teacher certificate
· Bachelor’s degree or higher preferably with a concentration in mathematics
·  Minimum of five (5) years successful teaching experience working at different grade levels (K-8)
· Knowledge of current research and best practices in mathematics.

LANGUAGE SKILLS:
Ability to read and comprehend simple instructions, short correspondence, and memos.  Ability to write simple correspondence.  Ability to effectively present information in one-on-one and small group situations to student, parents and/or staff.
 
MATHEMATICAL SKILLS:
·  Ability to disaggregate data
·  Knowledgeable in the use of technology for instruction, data analysis, and presentations.
·  Thorough and comprehensive knowledge of all aspects of mathematics education and mathematics standards.
·  Familiarity with common core standards and mathematical practices.
 
REASONING ABILITY:
Ability to define problems, collect and analyze data, establish facts and draw valid conclusions.
 
OTHER SKILLS and ABILITIES:
Ability to operate equipment including but not limited to photocopying machines and computers.  Ability to assume responsibility for supervising students, understand and carry out oral and written instructions.  Ability to develop effective working relationships with students, staff and the school community.  Ability to communicate clearly and concisely, both orally and in writing.  Ability to perform duties with awareness of all district requirements and School Committee policies.
 
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
While performing the duties of this job, the employee is regularly required to talk or hear. The employee frequently is required to stand, walk, and sit. The employee is occasionally required to use hands to finger, handle, as to operate office equipment; reach with hands and arms; and stoop, kneel, crouch, or crawl.
The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and the ability to adjust focus.
 
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
The noise level in the work environment is usually moderate.