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Form of workGENERAL RESPONSIBILITIES
Under direction of the school principal, plan and provide for appropriate learning experiences for students. Provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals to ensure success for every student. Supervise students in a variety of school related settings. Monitor and evaluate student outcomes. Communicate and interact with students, parents, staff, and community. Develop, select, and modify instructional plans and materials to meet the needs of all students. Maintain appropriate records and follows required procedures and practices. Monitor appropriate use and care of equipment, materials, and facilities.
KNOWLEDGE, SKILLS AND ABILITIES
Knowledge of VBCPS curriculum and techniques for integrating curriculum, VBCPS policies and effective instructional practices; thorough understanding of the teaching and learning process; ability to provide instruction that reflects multiple perspectives and multicultural education; ability to infuse technology into curriculum; ability to work effectively with administrators, colleagues, central office, school based staff, students, parents and community; excellent oral and written communication and human relations skills.
Mathematics Coach - Secondary (Middle School)
Middle school mathematics coaches are instructional leaders who help build teacher capacity by increasing content knowledge and instructional strategies to create a rigorous and engaging learning environment. Eligible candidates must be a teacher leader with a minimum of three years experience teaching Middle School mathematics and possess a Middle School math 6-8 or secondary mathematics endorsement. The ideal candidate will possess strong teacher leadership skills and be well versed in research-based best practices in secondary mathematics education. Experience in facilitating professional development and curriculum development is essential.
General responsibilities for this position are:
- Participate in curriculum development, resources adoption process, and the development of local assessments as assigned
- Plan and facilitate professional development sessions to focus on the needs of staff members in the implementation of a high quality and challenging mathematics program for all students
- Work collaboratively with teachers through coaching, co-teaching and modeling to implement a variety of instructional and assessment strategies to meet the needs of a diverse student population
- Work collaboratively with administrators and teachers to analyze student data, to identify students' level of understanding and/or proficiency, to interpret assessment information to inform the instructional program as well as to assist teachers in differentiating instruction
- Build teacher leadership and capacity in the building
- Provide building level leadership and support to teachers and teacher assistants to increase their content knowledge in mathematics and new instructional strategies through consultations with teachers and modeling lessons in teachers' classrooms
- Attend required training held by district personnel for mathematics coaches
- Support the implementation of the VBCPS mathematics program in each classroom (i.e. alignment to the curriculum, appropriate use of mathematics resources)
EDUCATION AND EXPERIENCE
Required: Bachelor's Degree in applicable field of education from an accredited college or university. Must have or be eligible for a teacher license from the Virginia Department of Education.
HOW TO APPLY
Please see "Job Posting Link" below for a complete job description.
External Applicants: If you are interested in applying for this position, you must create an account. Please select "Login and Apply" from the bottom of this posting. After creating an account, please login, complete the online application, and apply for this job.
Eligible Internal Applicants: Follow these instructions to complete a transfer application. After creating an account, please complete the application and apply for this job.
