Studentcentered Mathematics Coach Dahs, Tmpds

**Student-Centered Mathematics Coach - DAHS, TMPDS**:
Annapolis Valley Regional Center for Education

Student-Centered Mathematics Coach - DAHS, TMPDS

Effective August 1st, 2024 - July 31, 2025

1.00 Fte

Unfilled

First Available to Permanent, Assumed Permanent, and Surplus Teachers of the AVRCE

Second Available to Term Recall Round One Teachers of the AVRCE

Third Available to Term Recall Round Two Teachers of the AVRCE

Fourth Available To Employment Equity Applicants

Fifth Available to External Applicants

Terms and conditions of employment, including wages, are in accordance with the Nova Scotia Teachers' Provincial Agreement

Posting Closes Midnight, September 20th, 2024

Reporting to the Coordinator of Student Achievement, Assessment & Mathematics, the P-5 Student-Centered Mathematics Coach is a regional position. Student-Centered Mathematics Coaches are Learning Support Teachers who support Tier 1 practices in schools. Coaching support will focus on intentional and student-centered planning, instruction, and assessment in mathematics, as well as, focused, short term, Tier 2 math support for identified students primarily at the grade 2 and/or 3 levels.

Student-Centered Mathematics Coaches are important members of the regional/school team whose goal is to positively impact student achievement in mathematics and teacher practice. The coach will work with teachers in their classrooms to model effective mathematics strategies for instruction and assessment, and coach teachers through co-planning, co-teaching and post-lesson reflection including the discussion and analysis of student work, tracking mathematics achievement, and establishing student-centered goals. Student-Centered Mathematics Coaches provide non-evaluative feedback to teachers about their assessment and instruction practices in an effort to be responsive to the needs of all students.

Intervention support will happen in the classroom using a co-teaching model, and when necessary, during small group intervention outside of the classroom. Priorities include building and reinforcing number and operations skills, and encouraging mathematics confidence in students who are “on the cusp” of meeting expectations in mathematics.

In addition to providing support at the school level, Student-Centered Mathematics Coaches will also collaborate with other coaches and provide leadership related to regional mathematics priorities.

Successful Student-Centered Mathematics Coaches have understanding, knowledge, and skills in a number of key areas including:

- deep understanding of the grade P-5 mathematics curriculum
- comprehensive understanding of how students learn mathematics
- a strong belief that all students can be successful
- comprehensive understanding of Tier 1 practices in mathematics instruction and assessment
- experience in co-teaching strategies and methods
- strategies for developing and maintaining positive relationships built on trust, and collaboration to enhance planning, problem solving, risk taking, and decision making
- ability to analyze barriers or problems and formulate recommendations that result in improved student learning and achievement
- strong oral and written communication skills
- strong interpersonal skills
- strong planning, organization, and time management strategies to gain the maximum benefits from student-centered mathematics coaching
- effective use of technology to enhance teaching and learning
- ability to collect, enter, analyze, and interpret data to improve student learning and achievement
- demonstrated commitment to respect for diversity, inclusion, culturally responsive pedagogy, and social justice
- a commitment to professional learning and collaboration

**Training/Qualifications/Experience**:

- Valid Nova Scotia Teaching License, required
- Minimum of 5 years successful mathematics teaching at the grade P-5 level
- Graduate Studies in curriculum and instruction and/or mathematics preferred
- Prior coaching experience preferred
- Prior Early Math Intervention experience preferred
- Experience in professional development and facilitation considered an asset
- Demonstrated knowledge of and experience with regional and provincial mathematics curriculum and program initiatives considered an asset

**Applicant Responsibilities**

**Job Segment**:Curriculum, Training, Education