Elementary School Teaching / Math Coach

Purpose of the Position

To deliver effective math instruction to teachers in Medford Public Schools, with the goal of meeting the district’s high expectations for achievement, offering equal access to high-level instruction, achieving academic proficiency for all students, and closing the achievement gap between subgroups through feedback grounded in observational and benchmark data.

Reporting to

Director of Mathematics and the Assistant Superintendent for Academics & Instruction

Essential Duties

This position is ideal for a seasoned coach or teacher with expertise in curriculum implementation and review, utilization of high-quality instructional practices, and data analysis.

• Ensure that the faculty and staff's math support aligns with and meets the District Math Vision.
• Build capacity for high-quality, accessible, standards-based instruction in every elementary classroom assigned to them, as well as support the development of a tiered support/intervention model.
• Work with classroom teachers, building leaders, district leadership, and external partners to support the administration of school and district assessments, analysis, and use of data to inform instruction (e.g., grouping, identifying students for supplemental instruction or intensive interventions), and the implementation of the District Math Vision and Goals.
• Collaborate with Special Education and English Learners staff to coordinate a tiered instructional and assessment approach to Math.
• Provide resources, demonstration materials, and training on scientifically based math research and the implementation of instructional practices consistent with research findings.
• Mentor and model for teachers the use of effective strategies, instructional practices, and assist with the implementation of the core Math program.
• Build teacher capacity to interpret and use a range of assessment tools to plan lessons and address individual student needs.
• Design, organize, and lead district and school-based ongoing professional development in alignment with evidence-based mathematics research and district curriculum.
• Help with the organization, planning, and implementation of data cycles.
• Meet consistently with the Math Director to evaluate data and student work, plan instructional rounds, and discuss strategies for school-based professional development that target and support student achievement and engagement.
• Meet regularly with the building principals to refine the nuances of the teacher and student support plan.

Note

While the instructional coach provides non-evaluative feedback to teachers, teacher evaluation is not part of the instructional coach’s responsibility. The coach will also not be assigned direct intervention work with students.

Credentials

Bachelor’s degree required; Master’s preferred. Required Massachusetts teaching certification/licensure Three to five years of prior K-5 teaching experience. Experience with standards-based Math practices and effective use of student data Demonstrated success with student outcomes in Math. Demonstrated ability to work collaboratively and effectively with teachers Provide timely feedback to teachers and incorporate supervisors’ feedback. Excellent communication and presentation skills. Deep understanding of scientifically based math research and evidence-based practices for teaching K-5 mathematics and assessing student progress. Strong content and pedagogical knowledge in Math with demonstrated ability to model effective lessons (e.g., aligned to standards and evidence-based practices, differentiation of planning based on data, etc.)

Compensation

As determined by the Medford Teachers Association Contract: Click to access MTAFY26-FY28CBAJuly12025-August312028SignedMay192025CorrectedJune22025.pdf