Coach Numeracy - Sy 2023-24
Job description
Job Title:
Coach - Numeracy
Revision Date:
2/2/22
Job Code:
81020
FLSA:
Exempt
Salary Plan:
Certificated
Revised By:
Jessica Slayton
Pay Grade:
Certificated, BA
Comp Reviewed By:
Lisa Spencer
Work Location:
Local
(3) Budgeted and works in schools
Duration; # of months
10 months
Job Summary (2-3 sentences describing job purpose): At the direction of the principal and in collaboration with the Department of Curriculum and Instruction, the Numeracy Coach builds teachers’ capacity in math by facilitating job-embedded teacher development and conducting coaching cycles. In collaboration with administrators, teachers and central office staff, the Numeracy Coach supports the goal of building teacher capacity to meet system-wide and local school initiatives to increase student learning in mathematics.
Reports to: School principal and Department of Curriculum and Instruction
Department Name: Curriculum & Instruction
Primary Job Duties/Responsibilities: List, in the order of importance or time spent, the essential duties/tasks performed by the position. This is not an exhaustive list and employees may be assigned additional duties by management as required.
Job Duty/Resp. 1:
In collaboration with the school leadership team, the numeracy coach utilizes multiple sources of data to set school-wide pedagogical goals and develop, implement, and monitor the effectiveness of a school-wide professional development plan to support mathematics instruction. Provides professional development for teachers in research-based best practices, the MNPS Mathematics Curriculum Framework and information shared at the Mathematics Curriculum and Instruction meetings.
Job Duty/Resp. 2:
Utilizes group-level data to make programmatic decisions and monitor student growth and achievement. Engages with teachers and administrators in ongoing analysis and interpretation of classroom- and student-level data to inform instruction.
Job Duty/Resp. 3:
Builds the capacity of teams of teachers by developing a culture that fosters collective teacher efficacy and recognizes all teachers as learners capable of acquiring a repertoire of pedagogical skills to meet the needs of every student. Supports teachers and their work with students through PLC sessions focused on deepening teacher content knowledge, collaboratively planning units and lessons of study, analyzing student work for evidence of student thinking, rehearsing high leverage teaching practices, and analyzing classroom video to improve pedagogical practice.
Job Duty/Resp. 4:
Builds the capacity of individual mathematics teachers by engaging in one-on-one consultation and coaching cycles with teachers that consist of a collaborative planning/pre-conference, modeling/co-teaching/observations, and a collaborative reflection and debrief.
Job Duty/Resp. 5:
Exhibits professionalism;
- Engages in continued professional growth and strengthens professional teaching knowledge, skills, and strategies;
- Participates in and promotes district-level professional development and assists in the facilitation of district level professional development offerings;
- Attends and participates in all required meetings;
- Maintains a collection of professional materials related to effective mathematics instruction and reflect current research;
- Maintains a coaching log and documentation of coaching and instructional support provided at the school site;
- Works to promote productive relationships with and among school staff.
Job Duty/Resp. 6:
May support the mathematical development of individual students in a variety of ways, which may include modeling high-leverage mathematics teaching practices within a whole class or small group, providing skill-based interventions or standards-based remediation, and administering diagnostic assessments to determine student needs. Numeracy coaches may spend no more than 25% of their time providing direct instructional support of students.
Instructions: Fill in all blanks and dropdowns. Kronos access questions must be completed for payroll.
Education and Experience Requirements
Education (training/degree): Required minimum: Bachelor’s degree in education, mathematics, curriculum development or a related field.
Experience Requirements: Minimum of five (5) years successful math teaching experience; at least three within MNPS desired. Experience in presenting exemplary teaching practices and evidence of instructional leadership (e.g. team leader, department chair, district-wide committees, etc.)
Licenses, Certifications or Registrations Required: Certificated teaching license in TN
Additional Requirements:
- Admission to the Metro Nashville Public Schools K – 12 Numeracy Coaching Pool
- Submission of video recording showing the candidate conferencing with a teacher/colleague, leading a small or large group professional development session, or teaching a task-based mathematics lesson.
Skills Required: Extensive content knowledge of mathematics, strong reading, writing and speaking skills, positive mindset, ability to develop a plan and execute the details, strong organizational abilities, extensive relationship-building skills, collaborative spirit and openness to new ideas, strong peer network.
General Skills, Responsibilities, Requirements, and Impacts
Data Responsibility:
Level 5: Coordinates or determines time, place, or sequence of operations or activities based on analysis of data and possibly executes determinations or reports on events.
People Responsibility:
Level 5: Persuades or influences others in favor of a service, course of action, or point of view
Assets Responsibility:
Level 5: Requires responsibility for achieving major economies or preventing major losses through the management of a large department.
Communications Requirements:
Level 6: Reads professional publications; composes complex reports and manuals; speaks formally to small groups within and outside the organization.
Complexity of Work:
Level 7: Performs work involving the application of broad principles of professional management and leadership to solve new problems for which conventional solutions do not exist; requires sustained, intense concentration for accurate results.
Impact of Decisions:
Level 4: Makes decisions with moderately serious impact - affects work unit and may affect other units or citizens.
Equipment Usage (if applicable):
N/A
Safety of Others:
Level 3: Requires responsibility for the safety and health of others and for occasional enforcement of the laws and standards of public health and safety.
Kronos Set Up Data:
Meal Deduction – Most Bransford office and district level employee have a meal deduction. They are scheduled 8.5 hours per day and get an hour lunch. Itinerants and retirees get a 30 minute lunch period and therefore do not have a meal deduction. All school based employees will not have a meal deduction. No Meal Deduction
Travel – Itinerant non-exempt employees who travel will be using the time clock differently than others and are paid for travel time between work locations. Employee does not or seldom travels
Compensatory Time vs. Overtime (Support Non-Exempt Employees only) – Does this department have overtime budgeted, i.e. Maintenance, Transportation, Food Service. If not, employees accrue comp time only. Exempt Employee - can not accrue comp or overtime
Restrictions – Should employee be restricted to punch in and out within 7 minutes of their schedule start and end times? No, Do not restrict punches
Employee Type – Clock, phone, supervisor, etc. Time Stamp
Timekeeper – Is the employee a timekeeper? No
ADA Requirements/Compliance
Physical Demands:
Level 2: Requires sedentary work involving standing or walking for brief periods, exerting up to 10 pounds of force on a regular basis; and some dexterity in operating machines, tools, or office equipment.
Additional requirements: Click here to enter text.
Unavoidable Hazards:
Level 1: The position is exposed to no unusual environmental hazards
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