Career Center

Role Description: The Math Coach is a full time position that plays an essential role in developing, refining and implementing a cohesive vision, pedagogical framework, and scope and sequence for mathematical content and skills. The Math Coach supports the growth of the faculty and the students by supporting curriculum development, differentiation, extension/intervention support. 

Key Responsibilities

Coaching & Coordination

• Collaborate with the Elementary Division Director & Elementary Learning Specialist to design a yearlong math assessment calendar
• Participate in grade team meetings to orient to new units, assessment tools, analyze student work/assessments, reflect on teaching practices, classroom-based strategies, give/receive feedback, and suggest adjustments
• Lead professional planning days with each age level to support alignment towards a cohesive scope & sequence
• Meet regularly with teachers to support curricular development and provide pedagogical coaching cycles and offering ongoing feedback
• Lead periodic faculty meetings to offer professional development workshops 

Student Success Team

• Analyze math assessment data to support the monitoring of mathematical progress for Elementary students, identify students in need, suggest interventions, and develop progress monitoring systems in collaboration with SST 
• Provide faculty with suggestions for Tier 1, classroom-based strategies, offering specialized tools/materials to differentiate instruction for extension and intervention
• Collaborate with the Elementary Learning Specialist to monitor progress of students receiving Tier 2 or Tier 3 intervention, using assessments and other research based tools for data collection
• Support the administration and analysis of math assessments and screeners for current and prospective students
• Offer feedback on math reports for students with learning concerns 
• Collaborate with the Elementary Learning Specialist to offer suggestions and help to support Tier 2 and Tier 3 math intervention to students before school (8:00-8:30 am), after school (3:00-4:00 pm), and during the school day, by pushing into the classroom setting, or pulling out of class for intensive intervention

Family Engagement

• Collaborate with the Student Success Team to communicate with families about areas of concern 
• Be a resource to families as they develop an understanding their child’s mathematical development 
• Promote the understanding of the math program’s curriculum and approach to families
• Be a resource for families when math related questions and concerns arise (not related to enrichment)

Essential Qualities: 

• Value the school's mission to serve students who are economically, racially and ethnically diverse
• Demonstrate a personal and professional commitment to equity, inclusion, and social justice, with a specific interest and focus on addressing systemic barriers that result in inequitable learning opportunities and outcomes
• Have the ability to connect to and collaborate with a diverse community of faculty, families and children
• Demonstrate a keen self-awareness and strong interpersonal communication skills that support positive relationships with various constituents in the school community
• Demonstrate skill in adapting instruction for multiple cultural and learning perspectives 
• Have the motivation, skill and a positive outlook to provide feedback, mentorship and collaborate with colleagues

• Familiarity with RTI model and research-based diagnostic and progress monitoring tools
• Knowledge and experience working within the workshop model and strategy-based lessons 
• Domain expertise in TERC Investigations and Math in the City: Context for Learning Units
• Aligned with constructivist pedagogical approaches such as: Marilyn Burns, Dana Hall and Jo Boaler
• Skilled in differentiating curriculum for K-5th grade and a diverse array of learning profiles
• Maintain institutional priorities, while advocating for individual student needs 
• Be committed to reflection and professional growth with the intention to embrace change and learn from the past

Key Qualifications: 

• 7 years of head teaching classroom experience, preferably across multiple elementary grade levels 
• M.ED, MA or MS in Elementary Education (Special Education preferred)
• Considerable experience, expertise, and pursuit of professional development opportunities specific to math education 
• Familiarity with Response to Intervention (RTI) model 

Please send resume, cover letter and educational philosophy statement to our search committee at: jobs@corlearsschool.org

About Corlears School

Corlears, a small, independent, progressive school located in the lively Chelsea neighborhood of Manhattan, is dedicated to the education of young children through the elementary grades. We seek to cultivate joy in learning through active investigation of integrated curricular themes. Daily practice at Corlears is based on the belief that educating students to be well informed, socially engaged, critical thinkers is essential in order to sustain a healthy democracy. We have intentionally created an intimate environment, well suited to the needs of children through the elementary years, where students can easily navigate both the physical space and social networks of the community. We seek to create an economically and culturally diverse community that reflects our immediate neighborhood and reaches into the city beyond.

Connections working at Corlears School