FRPN0384190-1012
2026-08-31T00:00:00
2026-08-07T00:00:00
Department: Curriculum and Instruction Reports To: Director of Mathematics and Assistant Superintendent of Curriculum and Instruction Position Summary The Mathematics Instructional Coach serves as a collaborative instructional leader who supports the implementation of high-quality mathematics instruction across the Freeport Union Free School District. Working in partnership with teachers, administrators, and district leaders, the coach promotes the effective implementation of district curriculum, evidence-based instructional practices, and the New York State Next Generation Learning Standards through job-embedded coaching, collaborative planning, model lessons, professional learning, and data-informed instructional support. Serving as a non-evaluative instructional partner, the Mathematics Instructional Coach builds teacher capacity by strengthening mathematics instruction, analyzing student achievement data, supporting curriculum implementation, and promoting equitable learning opportunities for all students. The coach plays a key role in advancing district instructional priorities and improving student achievement in mathematical reasoning, problem-solving, conceptual understanding, and procedural fluency. Essential Responsibilities Instructional Leadership Collaborate with teachers, administrators, and instructional leaders to strengthen mathematics instruction across grades. Conduct planning conferences that support standards-based lesson design, differentiation, assessment planning, and effective mathematics instruction. Plan and facilitate model lessons that demonstrate research-based mathematics teaching practices, student engagement, mathematical discourse, and classroom management. Coach teachers through reflective conversations, instructional cycles, and job-embedded professional learning. Research and demonstrate instructional strategies that improve mathematics achievement and student engagement. Foster collaborative relationships that promote continuous professional growth and instructional excellence. Curriculum and Assessment Support implementation of district mathematics curriculum and instructional resources with fidelity. Assist teachers in developing standards-aligned lessons, assessments, and instructional plans. Analyze classroom, district, and state assessment data to identify trends and instructional priorities. Assist teachers in analyzing student work to identify misconceptions and plan targeted instruction. Support instructional practices that strengthen conceptual understanding, procedural fluency, mathematical reasoning, and problem-solving. Professional Learning Design and facilitate professional development aligned with district priorities and mathematics initiatives. Lead collaborative planning meetings, data teams, professional learning communities, and curriculum conversations. Provide individualized coaching and ongoing instructional support that strengthens teacher practice. Support administrators in implementing district instructional initiatives and monitoring instructional growth. Collaboration and Communication Maintain ongoing communication with principals, district leaders, and instructional staff regarding mathematics initiatives. Collaborate with ENL teachers, special education teachers, instructional coaches, and classroom teachers to ensure equitable access to high-quality mathematics instruction. Build collaborative partnerships that support student achievement and continuous instructional improvement. Data Analysis and Program Support Collect, analyze, and interpret multiple sources of student achievement data to monitor instructional effectiveness and district goals. Maintain documentation of coaching activities, professional learning, classroom support, and instructional outcomes. Prepare reports and recommendations that support district instructional initiatives. Additional Responsibilities Support implementation of the New York State Next Generation Mathematics Learning Standards. Coach teachers in conceptual understanding, procedural fluency, mathematical reasoning, productive struggle, and problem-solving. Promote instructional strategies that encourage mathematical discourse, collaborative learning, multiple solution pathways, and real-world application of mathematics. Remain current on educational research, instructional technology, and best practices in mathematics education. Qualifications Required Master's degree in Education, Curriculum and Instruction, Mathematics, Educational Leadership, or a related field. Valid New York State teaching certification in Mathematics. Minimum of five years of successful classroom teaching experience in mathematics. Demonstrated expertise in mathematics curriculum, assessment, and instructional coaching. Strong knowledge of the New York State Next Generation Learning Standards and evidence-based mathematics instructional practices. Experience using student achievement data to improve instructional outcomes. Knowledge, Skills, and Abilities Expertise in mathematics curriculum, instruction, assessment, and instructional coaching. Strong understanding of evidence-based mathematics instructional practices and culturally responsive teaching. Excellent communication, facilitation, collaboration, and organizational skills. Ability to analyze student achievement data and support instructional improvement. Proficiency with instructional technology and educational data systems. Working Conditions Regular travel between district schools. Occasional evening and weekend meetings or professional development sessions. Ability to manage multiple instructional initiatives simultaneously. Performance Expectations Success in this role will be demonstrated through: Improved student achievement in mathematics. Increased instructional quality across mathematics classrooms. Successful implementation of district curriculum and instructional initiatives. High-quality professional learning that strengthens educator practice.
School Leader
Freeport UFSD
Long Island
Contract