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District Math Coach Jobs in Georgia (NOW HIRING)

Zaxby's

District Manager

Valdosta, GA · On-site

Explains the "Why" when coaching future leaders while also utilizing the Plan, Tell, Show, Do ... Basic math and accounting skills * Strong analytical/decision making skills EDUCATION AND ...

Zaxby's

District Manager

Valdosta, GA · On-site

Explains the "Why" when coaching future leaders while also utilizing the Plan, Tell, Show, Do ... Basic math and accounting skills * Strong analytical/decision making skills EDUCATION AND ...

Zaxby's

District Manager

Bainbridge, GA · On-site

Explains the "Why" when coaching future leaders while also utilizing the Plan, Tell, Show, Do ... Basic math and accounting skills * Strong analytical/decision making skills EDUCATION AND ...

Zaxby's

District Manager

Lake Park, GA · On-site

Explains the "Why" when coaching future leaders while also utilizing the Plan, Tell, Show, Do ... Basic math and accounting skills * Strong analytical/decision making skills EDUCATION AND ...

Zaxby's

District Manager

Valdosta, GA · On-site

Explains the "Why" when coaching future leaders while also utilizing the Plan, Tell, Show, Do ... Basic math and accounting skills * Strong analytical/decision making skills EDUCATION AND ...

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All JobsDistrict Math Coach JobsDistrict Math Coach Jobs in Georgia

District Math Coach information

What is a District Math Coach?

A District Math Coach is an educational professional who supports math teachers across multiple schools within a district. Their primary role is to improve math instruction by providing guidance, resources, and professional development to teachers. District Math Coaches may also analyze student data, model effective teaching strategies, and collaborate with administrators to align curriculum and instructional practices. Ultimately, their goal is to enhance student achievement in mathematics throughout the district.

What are the key skills and qualifications needed to thrive as a District Math Coach, and why are they important?

To thrive as a District Math Coach, you need deep expertise in mathematics education, a teaching license, and often a master's degree in education or a related field. Familiarity with curriculum development tools, assessment systems, and digital instructional platforms is typically required. Strong communication, leadership, and coaching skills help in effectively supporting and mentoring teachers. These skills ensure that coaches can drive instructional improvement and student achievement across multiple schools.

How does a District Math Coach typically support teachers across multiple schools?

A District Math Coach works closely with teachers across different schools by providing instructional support, modeling effective teaching strategies, and facilitating professional development sessions. They often collaborate with teachers during classroom visits, offer feedback on lesson planning, and help analyze student data to improve math outcomes. This role requires strong communication skills and flexibility, as coaches regularly travel between schools and tailor their support to meet the unique needs of each campus and teaching team.

What is the difference between District Math Coach vs Math Curriculum Specialist?

AspectDistrict Math CoachMath Curriculum Specialist
CredentialsTeaching certification, math endorsementTeaching certification, curriculum development experience
Work EnvironmentWorks directly with teachers and students in schoolsDevelops and reviews curriculum, often in district offices
Employer & Industry UsageSchool districts, educational agenciesSchool districts, education departments
Search & Comparison IntentUnderstanding coaching roles in math educationUnderstanding curriculum development roles

The main difference is that a District Math Coach focuses on supporting teachers and improving math instruction directly in classrooms, while a Math Curriculum Specialist primarily develops, reviews, and implements math curricula at the district level. Both roles require teaching experience and math credentials but serve different functions within the educational system.

What are popular job titles related to District Math Coach jobs in Georgia? For District Math Coach jobs in Georgia, the most frequently searched job titles are:
What job categories do people searching District Math Coach jobs in Georgia look for? The top searched job categories for District Math Coach jobs in Georgia are:
What cities in Georgia are hiring for District Math Coach jobs? Cities in Georgia with the most District Math Coach job openings:
District Math Coach jobs near you
Infographic showing various District Math Coach job openings in Georgia as of June 2026, with employment types broken down into 91% Full Time, and 9% Part Time. Highlights an 100% In-person job distribution.
Mathematical Reasoning and Numeracy Coach

Mathematical Reasoning and Numeracy Coach

Georgia Cyber Academy

Atlanta, GA • On-site

Full-time

Posted 13 days ago

Job description

Position Type:
Curriculum, Instruction, and Assessment
Date Posted:
5/18/2026
Location:
Curriculum, Instruction & Assessment
Date Available:
07/13/2026
Job Title:
Mathematical Reasoning & Numeracy Coach
FLSA Status:
Exempt
Department:
Dept Code:
Job Code:
Primary Supervisor:
Secondary Supervisor:
Grade Band Served:
Location:
Minimum Hours/Days:
Salary:
Curriculum, Instruction, and Assessment
CIA
Curriculum, Instruction, & Assessment Director
Chief Academic Officer
K 12 Alignment Support
Primarily Remote
8 AM to 4 PM, Monday through Friday
SUMMARY: The District Mathematical Reasoning & Numeracy Coach provides district-level leadership focused on strengthening mathematical reasoning, modeling, problem-solving stamina, and conceptual understanding across grades K 12.
This role is distinct from grade-band mathematics coaching positions. While content standards alignment remains essential, this position focuses specifically on developing mathematical thinking habits that transfer across grade levels and disciplines.
The District Mathematical Reasoning & Numeracy Coach supports district instructional priorities by:
  • Increasing cognitive demand in mathematics tasks
  • Strengthening mathematical modeling practices
  • Building student stamina for multi-step problem solving
  • Supporting conceptual understanding over procedural fluency alone
  • Promoting numeracy across content areas where appropriate
  • Calibrating leadership's understanding of mathematical rigor

This is a non-supervisory position dedicated to instructional capacity-building, modeling, coaching, and system alignment.
ESSENTIAL FUNCTIONS: The following statements describe the general nature and scope of work performed in this role. This is not an exhaustive list of responsibilities:
  • Provide district-wide leadership in mathematical reasoning and modeling practices
  • Support the implementation of high-cognitive-demand math tasks aligned to modeling standards
  • Lead coaching cycles focused on conceptual depth and problem-solving stamina
  • Model instructional strategies that promote reasoning, justification, and transfer
  • Collaborate with K 12 gradeband leaders to ensure vertical alignment of mathematical practices
  • Analyze math performance data to identify reasoning and modeling gaps
  • Support the development of tasks that increase productive struggle and mathematical discourse
  • Facilitate professional learning aligned to mathematical practices and modeling expectations
  • Partner with instructional leaders to calibrate expectations for mathematical rigor
  • Participate in Instructional Leadership Summits to support calibration of cognitive demand
  • Support cross-disciplinary numeracy conversations when appropriate
  • Document coaching interactions and monitor impact trends

Supervisory Responsibilities: This position has no formal supervisory responsibilities.
Competencies: To perform the job successfully, an individual should demonstrate the following competencies:
  • Mathematical Expertise: Deep knowledge of mathematical practices, modeling standards, and conceptual mathematics instruction.
  • Cognitive Rigor: Strong understanding of cognitive demand and task analysis in mathematics.
  • Coaching & Adult Learning: Skilled in facilitating professional learning and coaching cycles.
  • Vertical Alignment Thinking: Ability to connect K 12 mathematical development and progression.
  • Data Literacy: Ability to analyze performance trends and identify reasoning gaps.
  • Professionalism: Maintains integrity, confidentiality, and alignment to district priorities.

MINIMUM REQUIRED QUALIFICATIONS:
  • Bachelor's Degree required; Master's Degree preferred
  • Valid Georgia teaching certificate in Mathematics or related field
  • Minimum 5 years of successful classroom teaching experience in mathematics
  • Demonstrated expertise in conceptual mathematics instruction

CERTIFICATES AND LICENSES:
  • GA PSC Educational Certificate required
  • Reading Endorsement or Literacy Certification strongly preferred
  • Clear Fingerprint/Background Check Required

OTHER REQUIRED QUALIFICATIONS:
  • Pedagogical knowledge content being taught, andthe ability to apply critical thinking
  • Knowledge of state content standards and ability to align those with GCA's chosen curriculum, academic supplements, and reinforcement supports
  • Understanding of the interdependency of deadlines on multiple projects and being able to act to preserve the integrity of other people's deadlines
  • Ability to work independently, typically 40+ hours per week
  • Ability to maintain teacher certification/professional development hours and fluency in all school systems, programs, and curriculum as applicable
  • Ability to communicate well with school personnel, parents, students, and cabinet office staff while complying with the confidentiality requirements in local, state, and federal policies
  • Ability to inspire teachers and school staff to meet school improvement initiatives and goals
  • Ability to display a professional attitude in working with school personnel and parents
  • Must be able to manage large volumes of paperwork and maintain adequate records
  • General knowledge of computers, computer commands, peripherals, and various operating systems.
  • Experience using search engines (Internet) for research projects
  • Desire to research and learn new technology skills and platforms
  • Demonstrate initiative and the ability to handle multiple tasks simultaneously
  • Ability to interact positively with teachers, administrators, and support staff
  • Possess knowledge of the school improvement process
  • Must be an advocate for virtual learning and believe in the mission of Georgia Cyber Academy
  • Knowledge of state and federal laws, and other pertinent laws regarding K-12 Education, as they relate to applicable duties
  • Knowledge of GaDOE CCRPI
  • Proficiency in using computer-based software and online resources to develop training materials
  • Ability to read and interpret student academic data and educational reports
  • Familiarity with online learning environment
  • Experience working with diverse student populations
  • Advanced/Proficient in MS Excel, MS Word, MS PowerPoint, Project, Visio, OneNote, and G-Suite.
  • Ability to rapidly learn and adapt to new technologies and teaching platforms
  • Ability to manage competing priorities with attention to deadlines
  • Strong critical thinking, planning, and writing skills
  • Ability to work independently as well as collaborate and communicate effectively within a team
  • Ability to manage multiple projects within established deadlines
  • Dependable, able to work under pressure and meet deadlines as required
  • Demonstrates strong interpersonal skills using tact, patience, and courtesy
  • Excellent organization skills, including the ability to incorporate methods and build systems that can be used across the district
  • Excellent presentation and public speaking skills
  • Excellent written and verbal communication skills
  • Strong work ethic and self-motivation
  • Ability to be flexible and adaptive to ensure excellent student outcomes
  • Ability to problem-solve independently and have a high level of organization
  • Outstanding attention to detail
  • Maintain a professional home office without distraction during the 8 AM - 4 PM workday when working from home
  • Consistent access to reliable high-speed internet
  • Valid driver's license and availability of private transportation
  • Ability to travel 25% of the time as required

DESIRED QUALIFICATIONS:
  • Advanced Degree in Education or related field of study
  • Leadership degree, endorsement, or similar additional certification
  • Gifted, Special Education, and/or ESOL certifications
  • Proficient/Advanced with Canvas (LMS)
  • Proficient/Advanced in the use of the Zoom conferencing tool
  • Three (3) years of virtual educational environment experience
  • Previous experience as an online educator
  • Previous experience with online educational tools/curriculum/assessments

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
  • This is primarily a Monday through Friday, 8 AM to 4 PM, 5 days/week, home-based position that may require traveling up to 25% of the time.
  • During critical periods, in-office days may be required. The office noise level is usually moderate (computers, printers, and light foot traffic).
  • In-person attendance at professional development, training, conferences, job fairs, meetings, school events, marketing events, and testing sites will be required several times per year.
  • Light lifting required.

The above job description is not an all-inclusive list of duties and standards for the position. Incumbents will follow any other instructions and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will" nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

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