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Full Time Elementary Math Coach Jobs in Alabama (NOW HIRING)

Chesterfield

$40.90K - $55.10K/yr

... mathematics). PLEASE CLICK HERE FOR FY27 RATES. Essential Job Functions : * Collaborates with ... Provides direct support to the classroom teacher by coaching and modeling the effective integration ...

Alabaster City Schools

A valid Alabama certificate in elementary education. 2.Bachelor's degree and advanced coursework or ... Employment Type: FULL_TIME

Alabaster City Schools

A valid Alabama certificate in elementary education. * Bachelor's degree and advanced coursework or ... Employment Type: FULL_TIME

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Full Time Elementary Math Coach information

What is the difference between Full Time Elementary Math Coach vs Elementary Math Specialist?

AspectFull Time Elementary Math CoachElementary Math Specialist
CredentialsTeaching certification, math endorsement often requiredTeaching certification, math endorsement often required
Work EnvironmentSchool districts, classrooms, professional development settingsSchool districts, curriculum development, training sessions
Employer & Industry UsagePublic/private schools, education departmentsSchool districts, educational organizations
Primary FocusSupporting teachers, coaching on math instructionDeveloping math curriculum, training teachers

Both roles require similar credentials and are employed within school districts. The Full Time Elementary Math Coach primarily supports teachers through coaching and classroom support, while the Elementary Math Specialist focuses more on curriculum development and training. Both positions aim to improve math education but differ in their specific responsibilities and focus areas.

What are the most commonly searched types of Elementary Math Coach jobs in Alabama? The most popular types of Elementary Math Coach jobs in Alabama are:
What cities in Alabama are hiring for Full Time Elementary Math Coach jobs? Cities in Alabama with the most Full Time Elementary Math Coach job openings:
Full Time Elementary Math Coach jobs near you
Infographic showing various Full Time Elementary Math Coach job openings in Alabama as of May 2026, with employment types broken down into 50% Full Time, and 50% Part Time. Highlights an 100% In-person job distribution.

2026 - 2027 Elementary Math Coach

I3 Academy

Birmingham, AL • On-site

Full-time

Posted 20 days ago

Job description

Position Type:
Elementary School Teaching/Math Coach
Date Posted:
5/11/2026
Location:
i3 Academy Elementary
Date Available:
07/01/2026
i3 Academy Elementary Math Coach
The duties and responsibilities of a mathematics coach shall include the following:
  • Supporting the improvement of instruction with an emphasis on Tier I instruction to ensure students do not fall behind
  • Collaborating with the school principal and faculty to establish and implement a strategic plan for coaching and mathematics instruction to improve student achievement in mathematics
  • Facilitating schoolwide mathematics professional learning, including job-embedded assistance using coaching strategies, including joint preplanning, modeling lessons, co-teaching lessons, targeted observation to collect data, and debriefing
  • Modeling evidence-based mathematics instructional and intervention strategies for teachers
  • Continuously mentoring and coaching teachers
  • Assisting teachers in using data to differentiated mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities
  • Mentoring the progress of K-5 students in mathematics through benchmark formative assessments at least three times per year and making recommendations for modifying instruction based on the individual needs of students and trends in student data
  • Focusing solely as a mathematics coach for schools with elementary grade students
  • Collaborating with teachers and grade-level teams to foster the use of appropriate instructional materials, including concrete materials, necessary to ensure that students understand mathematical concepts
  • Collaborating with grade level teams to develop rigorous tasks, lessons, and assessments aligned with grade-level mathematics content standards; to facilitate the analysis of student work samples and assessment data; and to work in partnership with teachers to provide real time feedback and make next-step instructional decisions based on the student evidence
  • Assisting teachers in using formative assessments and analyzing students with misconceptions, students exhibiting characteristics of dyscalculia, and students needing acceleration
  • Assisting teachers in administering early numeracy screening or diagnostic assessments, or both, in grades K-2. The assistance of a mathematics coach may not exceed two hours per week.
  • Assisting teachers with administering fractional reasoning screeners or diagnostic assessments, or both, for students in grades four and five, subject to legislative appropriation. The assistance of a mathematics coach may not exceed two hours per week.
  • Advocating, planning, and coordinating opportunities, in conjunction with the principal, for school based family and community engagement in mathematics.
  • Actively and cooperatively participating in any Office of Mathematics Improvement regional coordinator and AMSTI regional mathematics specialist visits and professional learning to meet agreed upon personal outcomes and all school, district, and state established math
  • Engaging in ongoing learning opportunities to grow in knowledge, skills, and expertise in
  • Facilitating the use of assessment data in all tiers of mathematics instruction to assist in making decisions that will move students to higher levels of performance in mathematics
  • Planning or facilitating, or both, professional learning opportunities that will assist teachers in targeting student deficits; facilitate professional conversations; foster student engagement; assess student learning; reflect on professional practice; and identify next learning steps to achieve state, district, and school goals in mathematics
  • Recording job duties and time spent with teachers on a state-specified electronic platform
  • Supporting teachers in the authentic integration of computer science and computational thinking concepts within the mathematics classroom

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