] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → TEACHER, MATH CONTENT COACH

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Teacher, Math Content Coach

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Teacher, Staff Development CODE: 1009 SQ/OQ: Not Applicable
WORKING TITLE: Teacher, Math Content Coach GRADE: AD MONTHS: 10
SUMMARY DESCRIPTION OF CLASSIFICATION: Under the direction of the school principal, the math content coach (MCC) position specifically focuses on strengthening and extending the school system¿s existing priority on designing and implementing a rigorous and culturally proficient curriculum and instructional program for all students. MCCs serve as school content experts in mathematics instruction with knowledge of the K¿12 mathematics curriculum and accelerated pathways and have taught mathematics in the elementary school. Direct teacher support is provided to ensure consistent and high quality mathematics instruction and improve mathematics achievement in their assigned Title I school. MCCs are responsible for building teacher capacity by analyzing student achievement data and for ensuring accelerated and enriched instruction and intervention support are available for all students. MCCs work directly with adults to support the implementation of the instructional program and observe teachers to assist them in improving teaching and learning.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Thorough knowledge of grade level curriculum, assessment, and instruction. Understanding of the elementary school child. Ability to work well with students, teachers, parents, and administrators. Ability to coach, model, and build the knowledge and skills of elementary teachers. Excellent organizational and management skills. Excellent skills in collecting, analyzing, and using data to support instructional decisions and acceleration for students. Strong technology skills. Excellent oral and written communication, facilitation, interpersonal, and collaboration skills. Knowledge and application of the six performance standards that have been established for the Montgomery County Public Schools (MCPS) Teacher Professional Growth System (TPGS).
EDUCATION, TRAINING, AND EXPERIENCE: Masters degree or its equivalent from an accredited institution in semester hours of credit or is within one year of fulfilling this requirement. Has a minimum of three years of outstanding teaching experience, with one year in MCPS preferred. Other combinations of applicable education, training, and experience that provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.
CERTIFICATE AND LICENSE REQUIREMENTS: Meets the Maryland State Department of Education certification requirements for the appropriate content area.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) As required by the duties and responsibilities of the job.
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Some night meetings and summer days.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

Builds the capacity of the classroom teachers to support mathematics instruction for the lowest performing subgroups.

Collaborates to build teacher capacity by coaching, mentoring, and modeling in the following areas: increasing the depth of understanding of mathematics content, fidelity of curriculum implementation, use of research-based instructional strategies, planning for and implementing differentiated lessons, and the effective use of student data to inform instruction.

Provides individualized, data-driven coaching to classroom teachers based on classroom observations, student assessments, and teacher needs.

Facilitates collaborative planning sessions with classroom teachers to help ensure instruction targeted to the lowest performing subgroups.

Researches and provide instructional resources to classroom teachers who support students with disabilities and students receiving ESOL services.

Work with teachers to use assessments and student work to inform instruction.

Support the process of using real-time data to plan lessons that meet current student needs.

Uses a wide array of formative and summative assessments to continuously inform the specific instructional strategies as well as provide responsive interventions.

Reviews intervention schedules for individual students; determine if the intervention schedule is in the best interest of each student; develop a plan for upgrading the implementation schedule; identify research-based interventions.

Establishes a core group/team to engage in ongoing monitoring of mathematics data; team will include ESOL/special education teacher, as appropriate.

Arranges for collaboration between and across grade levels.

Participates in the school leadership team in planning a school wide instructional and assessment program that provides consistency, continuity, and varied approaches to curriculum implementation appropriate for the strengths and needs of students.

Develops and share a process for nurturing/mentoring underachieving and/or traditionally underserved students enrolled in accelerated and enriched courses.

Communicates with parents, particularly parents of students who are underserved in academically advanced math courses, about: program offerings and opportunities for acceleration, enrichment, and support; opportunities for all students to apply critical thinking skills and access rigorous instruction; student placement in academically advanced courses; student preparation for college success; and dissemination of cluster and system wide program information.

Participates in the design, implementation, and monitoring of the local school improvement plan.

Performs related duties consistent with the scope and intent of the position.

Collaborates with the staff development teacher and team leaders to provide job-embedded professional learning to improve teacher understanding of mathematics and how students learn mathematics, with an emphasis on the lowest performing subgroups.

Establishes a portfolio of work demonstrating leadership in the school¿s mathematics program.

Performs related duties consistent with the scope and intent of the position.

Class Established: 6/2016
Date(s) Revised:
Last Reviewed:

This description may be changed at any time.