CSHN0375213-0010
2026-08-26T00:00:00
2026-05-13T00:00:00
The Full-Time Probationary Elementary Math Instructional Coach is a non-evaluative, collaborative partner who supports teachers in strengthening mathematics instruction to improve student outcomes. Grounded in research-based instructional coaching practices, the Math Coach works alongside teachers to build capacity through modeling, co-teaching, data analysis, and reflective practice. This role plays a key part in advancing district mathematics initiatives and ensuring equitable access to high-quality math instruction for all learners. Required Certification : New York State Certification in Elementary Education (Grades Kâ6) with a strong mathematics background Additional extensions or upper-level mathematics certification (Grades 7â12) a plus Qualifications : Demonstrated experience in an instructional coaching model or teacher leadership role Deep understanding of elementary mathematics content, pedagogy, and standards Experience implementing and supporting mathematics programs and curriculum resources Strong interpersonal skills with the ability to build trust and foster collaborative relationships Experience analyzing student data to inform instruction and intervention Knowledge of differentiation, intervention strategies, and inclusive practices Key Responsibilitie s : Partner with teachers to plan, implement, and reflect on high-quality math instruction Model effective instructional strategies, including problem-based learning, discourse-rich classrooms, and conceptual understanding Facilitate job-embedded professional learning, including co-teaching, demonstration lessons, and instructional cycles Support teachers in analyzing assessment data (formative and summative) to tailor instruction and meet student needs Assist with the implementation of district math programs and initiatives (e.g., illustrative Math curriculum rollouts, assessment systems) Provide support to new teachers through mentoring, modeling, and coaching cycles Collaborate with building and district leadership to align instructional practices with district goals Promote equitable instructional practices that support all learners, including students receiving AIS, ENL services, and special education supports Instructional Coaching Focus : Non-evaluative, teacher-centered coaching Reflective dialogue and goal setting Continuous improvement through cycles of planning, observation, feedback, and refinement Building teacher capacity rather than providing one-time support Cover letter may be addressed to Brian Taylor, Assistant Superintendent for Human Resources No telephone calls, please
Teacher
Cold Spring Harbor
Long Island
Fixed