MATHEMATICS INSTRUCTIONAL COACH

ALABAMA NUMERACY ACT BUILDING-BASED MATHEMATICS COACH JOB DESCRIPTIONROLE OF THE BUILDING-BASED MATHEMATICS COACH: Per the Alabama Numeracy Act 2022-249 (ANA), "everypublic K-5 school with a student population of less than 800 K-5 students shall be allocated onemathematics coach and every public K-5 school with a student population of 800, or more, K-5students shall be allocated two mathematics coaches." The ANA building- based mathematics coachesmay not perform administrative duties, serve in administrative roles, serve as a substituteteacher, serve as a testing coordinator, serve as an interventionist, or perform any other schoolduties not focused on coaching or the mathematics improvement of students during the instructionalday (ANA, page 28).ALLOCATION:Local education agencies (LEAs) are to ensure each assigned school has a building-based mathematicscoach. Allocations for Alabama Numeracy Act (ANA) building-based mathematics coaches will be sentquarterly for schools that can verify a building-based mathematics coach conforms to the ANAbuilding-based mathematics coach job description. Assigned schools without a verifiedbuilding-based mathematics coach will not receive their quarterly allocation.EVALUATION AND SUPPORT: Building-based mathematics coaches as designated by the ANA will beevaluated according to quantitative and qualitative data measures. Summative and formative studentassessment data, surveys, and site visit reports will be used in determining ANA mathematicscoaches' effectiveness. Support for ANA mathematics coaches will be provided by AlabamaMathematics, Science, and Technology Initiative (AMSTI) Regional Specialists and monitored byOffice of Mathematics Improvement (OMI) Regional Coordinators according to specifications outlinedin the ANA.MINIMUM QUALIFICATIONS: An ANA building-based mathematics coach shall have all the followingminimum qualifications:a. Hold a valid Alabama professional certificate in early childhood education, elementaryeducation, or special education.b. Have a minimum of five years' experience as an early childhood education, elementary education,or special education teacher.c. Demonstrate expertise, as attested by a current or former employing city or countysuperintendent of education, in mathematics instruction and intervention and early numeracyinterventions, including dyscalculia interventions.d. Hold a master's degree or have completed professional development recommended by the ElementaryMathematics Task Force or both.DUTIES AND RESPONSIBILITIES: To ensure all students are proficient on or above grade-levelmathematics by the end of fifth grade, the duties and responsibilities of the building-basedmathematics coach outlined in the ANA will include the following:a. Supporting the improvement of instruction with an emphasis on Tier 1 instruction to ensurestudents do not fall behind.b. Collaborating with the school principal and faculty to establish and implement a strategic planfor coaching and mathematics instruction to improve student achievement in mathematics.c. Facilitating schoolwide mathematics professional learning, including job-embedded assistanceusing coaching strategies, including joint preplanning, modeling lessons, co-teaching lessons,targeted observation to collect data and debriefing.d. Modeling evidence-based mathematics instructional and intervention strategies for teachers.e. Mentoring and coaching teachers continuously.f. Assisting teachers in using data to differentiate mathematics instruction and to identifystudents exhibiting the characteristics of dyscalculia and other exceptionalities.g. Monitoring the progress of K-5 students in mathematics through benchmark formative assessmentsat least three times per year and making recommendations for modifying instruction based on theindividual needs of students and trends in student data.h. Focusing solely as a mathematics coach for schools with elementary grade students.i. Collaborating with teachers and grade-level teams of teachers to foster the use of appropriateinstructional materials, including concrete materials, necessary to ensure that students understandmathematical concepts.j. Collaborating with grade-level teams to develop rigorous tasks, lessons, and assessmentsaligned with grade-level mathematics content standards; to facilitate the analysis of student worksamples and assessment data; and to work in partnership with teachers to provide real-time feedbackand make next-step instructional decisions based on the student evidence.k. Assisting teachers in using formative assessments and analyzing student work to identifystudents with misconceptions, students exhibiting characteristics of dyscalculia, and studentsneeding acceleration.l. Assisting teachers in administering early numeracy screeners or diagnostic assessments, orboth, in Grades K-2. The assistance of a mathematics coach may not exceed two hours per week.2m. 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 amathematics coach may not exceed two hours per week.n. Advocating, planning, and coordinating opportunities, in conjunction with the principal, forschool-based family and community engagement in mathematics.o. Participating actively and cooperatively in any OMI regional coordinator and AMSTI regionalmathematics specialist visits and professional learning to meet agreed-upon personal outcomes andall school, district, and state-established mathematics goals.p. Engaging in ongoing learning opportunities to grow in knowledge, skills, and expertise inmathematics.q. Facilitating the use of assessment data in all tiers of mathematics instruction to assist inmaking decisions that will move students to higher levels of performance in mathematics.r. Planning or facilitating, or both, professional learning opportunities that will assistteachers in targeting student deficits; facilitate professional conversations; foster studentengagement; assess student learning; reflect on professional practice; and identify next learningsteps to achieve state, district, and school goals in mathematics.s. Recording job duties and time spent with teachers on a state-specified electronic platform.t. Supporting teachers in the authentic integration of computer science and computational thinkingconcepts within the mathematics classroom.EMPLOYMENT TERMS: As per the ANA, building-based mathematics coaches shall be employed as ten-monthemployees. The extra days beyond the nine months shall be used to train teachers, develop units ofinstruction and materials to support instruction, as determined by school data, and receiveprofessional learning.SELECTION: Districts must carefully consider the qualifications of each building-based mathematicscoach to ensure alignment withthe ANA.