Position Purpose:  

 A coach is a certified teacher who works with classroom teachers in assisting with the full implementation and monitoring of the district’s adopted math program in response to intervention needed for student achievement.  The Math Instructional Coach (MIC) will provide instructional support and coaching to all Northampton County Schools as they work to ensure that each student is able to reach his or her academic potential. The MIC's role is to work with math teachers to support best practices in planning and implementing rigorous instructional strategies, using data, provide analysis of school-wide trends in instruction, and make recommendations about potential next steps to address areas of need. 

Salary:  $43,125-$68,136 (Commensurate with Experience)

Essential Functions:

(These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.)
As an advisor and support to math teachers and principals, the MIC is responsible for the following: 

 a) Observe instructional delivery and provide feedback to enhance and support the development of each math teacher's content area,

b) Support math teachers in pacing and planning as well as the design of units and lessons for the development of their yearlong curriculum, 

 c) Model lessons and support teachers in the replication of the rigorous instructional strategies demonstrated,

 d) Analyze data to modify curriculum and forms of assessment to meet students' needs, and 

 e) Work with the Central Office and academic staff (grade level chairs, assistant principals, and principals) in the schools to support sharing and implementation of best practices. 

 The MIC will work collaboratively with the Instructional Team to advise senior leadership, administrators, and teachers on developing instructional strategies and intervention programs for struggling students. This may include modeling lessons in classrooms, helping individual teachers or teacher groups plan instruction and modify pacing throughout the year, creating system-wide policies and procedures, and facilitating professional development.

 Reporting:

Reports to the Associate Superintendent.

Duties and Responsibilities:

•  Collaborate with the Central Office Instructional Team to plan and deliver pre-service and summer  professional development for new and returning staff members aligned to high priority initiatives and  outcomes in mathematics. 
• Support the development of high quality/effective math instruction in all schools; observe and coach developing math teachers to improve instructional planning, teaching practice, and the use of data,    assessment, and instructional technology. 
• Work with math grade level and department leaders and teachers to refine and develop common standards-based pacing plans, quarterly, mid-year and end of year common assessments for each grade level. 
• Work with various teams (administrators, teachers, team leaders) to facilitate analysis of data provided by diagnostics, common assessments, and formative assessments. Act as team leader as needed.
• Help teacher teams develop both school-wide and classroom intervention plans. 
• Work with Central Office and school administrators to develop policies and school structures that facilitate    the improvement of math instruction and the appropriate interventions and supports for students. 
• Research, locate, and serve as the project lead for grants geared toward the improvement of math instruction.
• Continuously monitor, track, and analyze student achievement data to identify needed supports and strategies.  
• Research and provide staff support that will improve teaching and learning to include teaching strategies, assessment of math skills, and interpretation and use of assessment results, etc.  
• Collaborate with the ITRT and Technology Department to ensure professional development focusing on technology and the use thereof is taking place and that technology is regularly integrated into the instructional program. 
• Collaborate with the Coordinator of Professional Learning to identify teachers in need of additional support and assistance.
• Research, prepare materials, and identify resources for use by the district, teams, schools, and teachers to include research-based instructional strategies, assessment of math skills, and interpretation and use of assessment results, etc.
• Research and provide information and guidance regarding a range of effective and innovative math practices through various activities such as individual discussions (informal and formal), coaching sessions, demonstration lessons with pre- and post- discussion/analysis, study groups, staff meetings, and professional development programs.
• Provide support and assistance to all classroom teachers in the full implementation of the district’s adopted math curriculum through data analysis/interpretation.
• Conduct demonstration lessons to ensure that all teachers have been trained to an advanced level of delivery and are using the instructional materials as designed.
• Provide on-site staff development to ensure that teachers are knowledgeable about program components and understand the instructional design of how the program meets the standards (alignment).
• Assist teachers in building an interactive, engaging classroom, and assure that recommendations for improvement are implemented.  
• Serve as a resource in identifying appropriate instructional strategies and interventions to improve student achievement for all students.
• Assist teachers in monitoring, adjusting, and pacing for instruction based upon assessment data.
• Participate in collaborative grade level meetings to assist in the analysis and utilization of assessment data to improve the focus of instructional planning and student achievement.
• Assist grade level teams in setting goals for improved instruction and RTI implementation.
• Meet regularly (weekly) with the principals to review benchmarks and established data points to assess student progress towards established instructional goals.
• Participate in classroom walkthroughs on an as needed basis.  
• Participate in building-level data team meetings. 
• Prepare forms, records, and reports as directed.
• Attend meetings and trainings as directed. 

Alternative or Special Education Function

• Work with individual students in devising educational sequences and experiences that will lead each one to achievement of his or her specified goals.
• Serve as a resource person in support of students pursuing an IEP or AEP individual learning programs.
• Meet regularly with individual students for the purpose of counseling, encouraging, and evaluating.
• Employ instructional methods and materials that are most appropriate for achieving stated objectives.
• Make provision for being available to students and parents for conferences outside the instructional day.
• Assist administrators in implementing all the policies and/or rules governing student life and conduct.
• Develop such procedures as are necessary for the success of the alternative or special program.
• Strive to maintain and improve professional competence.
• Attends staff meetings and serves on IEP or AEP committees.
• Organize and implement an individual program for each student in cooperation with the principal, assistant principal and teacher consistent with school board policy and guidelines.

Additional Duties

• Maintain paperwork consistently, appropriately, and in a timely manner.

   

  Coordinate/facilitate the use of instructional materials in math. 

   

  Maintain the confidentiality of schools, teachers, and classrooms. 

   

  Obtain prior approval from the Building Administrator before distributing written communication and other media. 

   

  Meet monthly with other coaches and curriculum team members as determined. 

   

  Other duties as assigned. 

   

Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent. 
 Note:  The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility. 

Equipment
Use standard office equipment such as; personal computers, printer, copy and fax machines, and telephone. 

Travel Requirements
Travels to school district buildings and professional meetings as required. 

Work Schedule
Standard teacher work schedule as set forth in the Teachers' Contract. 

Knowledge, Skills and Abilities

• Knowledge of current instructional teaching methods and educational pedagogy, as well as differentiates instruction based upon student learning styles.
• Knowledge of curriculum and concepts.
• Knowledge of applicable federal and state laws regarding education and students.
• Ability to use computer network system and software applications as needed.
• Ability to organize and coordinate work.
• Ability to communicate effectively with students and parents.
• Ability to engage in self-evaluation with regard to performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Physical and Mental Demands, Work Hazards
Work in standard office and school building environments. 
Note:    Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position. 

Certification/License:

• State Certification as an ElementaryTeacher PK-6 or as required for position.
• Motor Vehicle Operator's License or ability to provide own transportation.

Education:

• Bachelor's degree (required) 

   

  Virginia Teaching Credential (required) 

   

  At least 3 years of math teaching experience required 

   

  At least 2 years of experience leading other teachers to achieve strong academic results with historically underachieving students. 

   

  Experience working with adult learners, coaching teachers, and delivering professional development. 

   

  Strong record of helping students achieve academic success, primarily with under-represented, minority and low-income students. 

   

  A deep understanding of content specific and general pedagogy, the Virginia Standards of Learning for Mathematics, and current trends and best practices in curriculum design and instruction. 

   

  Teaching and administrative experience in an urban school setting, serving low income and minority students. 

   

  Significant experience with math curriculum development and daily lesson planning. 

   

  Experience in analyzing data and using results to modify curricula. 

   

  Multi-faceted, multi-skilled, resourceful, and willing to do whatever it takes to help our students reach a level of academic excellence. 

   

  Model positive and healthy character traits and habits, such as being organized, consistent and understanding. 

   

  Unquestioned integrity and commitment to the NCPS mission and willingness to serve the NCPS community.  

   

Evaluation:
The work of the Math Instructional Coach will be evaluated by the Associate Superintendent with substantive input provided by building administrators.  

FLSA Status:       Exempt        10-month position