QUALIFICATIONS
Candidates must hold a Bachelor’s degree specific to Mathematics or Science from an accredited institution and must hold a Virginia teaching license with an endorsement in Mathematics. A Master’s in Math and Administration/Supervision is preferred; and, a minimum of five years of classroom teaching experience and at least two years in a coaching or supervisory role is required. The Instructional Coach for Math must be able to provide leadership for professional learning communities, model lessons for teachers, supervise the writing of aligned lessons, create aligned assessments, lead teachers in data analysis, and collaborate with teachers and administrators to achieve school improvement goals to develop pedagogy and content knowledge around Math instruction.
Strong knowledge of tier I instruction, intervention supports, and college and career readiness is essential. Excellent communication, interpersonal, and leadership skills are necessary to collaborate effectively with students, parents, staff, and community partners. Candidates should demonstrate a commitment to fostering a positive school climate, promoting student well-being, and addressing the diverse needs of all students. The candidate should also exhibit excellent organizational and time management skills. A commitment to equity, diversity, and inclusion is paramount.
DESCRIPTION
The Instructional Coach for Math is responsible for supporting the professional growth and development of teachers to facilitate learning and independent application of research-based instructional practices aligned to the Virginia Standards of Learning. Support of teachers includes leading content specific professional development, lesson planning, modeling teaching strategies, co-teaching, conducting classroom visits, creating assessments, analyzing data, and offering actionable feedback. This leadership position involves collaborating with division level directors, school administrators, counselors, teachers, and community resources to address student needs and promote academic success.
GENERAL DUTIES (May not include all duties performed)
- Monitor and analyze student assessment data to identify trends, assess curriculum program effectiveness, and make data-informed decisions to improve instructional delivery and student outcomes.
- Assist teachers in interpreting data and designing approaches to improve student achievement and instruction
- Promote teachers' delivery and understanding of the curriculum through collaborative long-range and short-range planning
- Facilitates teachers' use of successful, research-based instructional strategies, including differentiated instruction for diverse learners
- Arranges for professional development through collaborative investigations or discussion groups with teachers
- Conducts non-evaluative observations of teaching/ learning to improve instruction
- Engages in research-based professional development and applies learned professional development practices
- Leads development of HHS curriculum and assessment resources
- Prepares and delivers staff development activities related to the Office of Curriculum and Instruction and/or the Office of Student Services
- Teaches classes on an as-needed basis as directed
- Collaborates with school administrators and stakeholders to develop and implement initiatives/opportunities to promote positive student experiences, mastery of content and skills, and create a safe and inclusive school climate.
- Participates in school leadership team meetings, parent conferences, and other school-related activities as needed.
- Performs other related duties as assigned.
SUPERVISION
Work is performed under the direction of the School Principal in conjunction with the Dept. of Instruction and other school and division level administrators.
WORK CONDITIONS
Duties performed are typically in the school setting. Professional work is performed by providing support and consultative services for the assigned department/ program. Work requires frequent standing, sitting, walking, and light lifting. The work environment may involve occasional exposure to challenging behavior, emotional situations, and crisis incidents. Some assignments are subject to deadlines inherent in tailoring and delivering programs to meet the needs of diverse groups. Work requires assignments involving a great deal of interactions with people as well as meeting frequent deadlines. Employees may be required to perform emergency and non-emergency health-related services for students as needed.
LENGTH OF CONTRACT
210 day