Math Coach Jobs in Alabama (NOW HIRING)

Salary: Depends on Qualifications
Location : Florence, Alabama
Job Type: Faculty
Division: Academic Affairs
Department: Kilby Laboratory School
Opening Date: 06/02/2026
FLSA: Exempt
Job openings are posted for a minimum of seven days. This job may be removed from posting boards and filled any time after the minimum posting period has ended. The posted salary and/or position title may be adjusted dependent on the successful candidate's education, experience, and unique qualifications as they relate to the position. Sponsorship is not available for any staff positions and unless otherwise indicated within the posting information is not available for most faculty positions.
Description
This position serves as a mathematics leader for teachers, students, and constituent groups with the goal that all students perform mathematics on or above grade level by the end of fifth grade. In order to ensure that all students are performing math on or above grade level by the end of fifth grade, this position will include the below essential duties as evidenced by student mathematics achievement, growth, and increased teacher efficacy.
Sponsorship is not available for this position.
Essential Job Duties

• Ensure that all students are proficient on or above grade-level mathematics by the end of fifth grade;
• Support the improvement of instruction with and emphasis on Tier 1 instruction to ensure students do not fall behind;
• Collaborate with director and other faculty to establish and implement a strategic plan for coaching and mathematics instruction to improve student achievement in mathematics;
• Facilitate 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 activities;
• Model evidence-based mathematics instructional and intervention strategies for teachers;
• Mentor and coach teachers continuously;
• Assist teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities;
• Monitor the progress of K-5 students in mathematics through benchmark formative assessments at least three times per year and make recommendations for modifying instructional activities based on the individual needs of students and trends in student data;
• Focus solely as a mathematics coach;
• Collaborate with teachers and grade-level teams of teachers to foster the use of appropriate instructional materials, including concrete materials, necessary to ensure that students understand mathematical concepts;
• Collaborate 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;
• Assist teachers in using formative assessments and analyzing student work to identify students with misconceptions, students exhibiting characteristics of dyscalculia, and students needing acceleration;
• Assist teachers in administering early numeracy screeners or diagnostic assessments, or both, in grades K-2, not to exceed two hours per week;
• Assist teachers with administering fractional reasoning screeners or diagnostic assessments, or both, for students in grades 4-5, subject to legislative appropriation and not to exceed two hours per week;
• Advocate, plan, and coordinate opportunities, in conjunction with the director, for school-based family and community engagement in mathematics;
• Participate actively and cooperatively in any OMI regional coordinator and AMSTI regional mathematics specialist visits and professional learning to meet agreed-upon personal outcomes and all school, district, and state-established mathematics goals;
• Engage in ongoing learning opportunities to grow in knowledge, skills, and expertise in mathematics;
• Facilitate 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;
• Plan, facilitate, 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;
• Record job duties and time spent with teachers on a state-specified electronic platform;
• Support teachers in the authentic integration of computer science and computational thinking concepts within the mathematics classroom;
• Perform all other duties as assigned.

ADDITIONAL DUTIES:

• Collaborate with faculty in the college and department to:
  • Support and model best practices that align with the Alabama Numeracy Act (ANA) for teacher candidates majoring in early childhood, elementary, and collaborative special education;
  • Engage in course planning and preparation that aligns with the ANA, ALSDE goals, and initiatives;
  • Provide non-academic credit bearing coursework and trainings aligned with ANA standards;
  • Serve as both resource and demonstration laboratory of best practices in math instruction for teacher candidates, the community, and the region;
• Collaborate with faculty and teacher candidates in the department of TLL to collect, analyze, and disseminate data for scholarly purposes;
• Serve on departmental, college, and university committees upon request.

Minimum Qualifications

• Master's degree in early childhood education, elementary education, or special education is required;
• Demonstrated expertise as attested by a current or former employing city or county superintendent of education, advanced coursework as evidenced on a transcript, and/or documented completion of professional development in mathematics instruction and intervention and early numeracy interventions, including dyscalculia interventions, is required;
• Completion of professional development recommended by the Alabama Elementary Mathematics Task Force (EMTF) is preferred;
• Minimum of five years of experience as a successful early childhood education, elementary education, or special education teacher is required.

LICENSES, CERTIFICATIONS, OR REGISTRATIONS:
Current, valid Alabama Professional Educator Certificate in early childhood education, elementary education, or special education, or the ability to obtain such through reciprocity, is required.
Special Instructions to Applicants
Please be prepared to upload a cover letter and resume at the time of application as well as provide contact information for at least three professional references. Transcripts are also required.
Official transcripts for the highest degree attained are required of the successful candidate, but unofficial copies will be accepted for the application process. If any of your graduate hours in the relevant teaching discipline are taken from a degree(s) that is not your highest attained, an official transcript of that degree(s) must also be submitted. Electronic copies, if available, of unofficial transcripts may be attached under the attachment headings of Unofficial Transcript 1, Unofficial Transcript 2, etc. Electronic copies of unofficial/official transcripts may also be requested to be sent to employment@una.edu.If electronic copies of transcripts are unavailable, hard copies must be sent to: Human Resources, One Harrison Plaza, UNA Box 5043, Florence, AL, 35632 or brought to 601 Cramer Way, Room 226. Official transcripts must be sent directly to HR from the issuing school via email or postal mail to be considered official. Transcripts with a designation of "Issued to Student", or with the student name listed as the recipient will not be considered official. Official transcripts will be required of the successful candidate prior to the start date of the appointment, but unofficial copies will be accepted for the application process. If you attended UNA, please click hereto fill out an online, electronic transcript request form. Your transcripts will be delivered to HR and we will upload them to your application packet at no charge to you.
For questions, please email employment@una.edu or call 256.765.4291 and select option #2. Selecting an option other than #2 will result in a delayed response.
UNA is an equal opportunity employer. We seek a wide range of applicants for our positions so that our core values will be affirmed.
Faculty Benefit Summary
For more details regarding each benefit listed below, please visit the HR website at or click on the links below. The benefits premiums listed below are effective March 1, 2026.
UNA has a fully-insured group health insurance program with , which includes medical, prescription drug, vision, psychiatric, and substance abuse benefits for full-time university employees, and their eligible dependents. The University covers the full individual premium for eligible employees.Blue Cross Blue Shield of Alabama Health/Vision/RX - Monthly Premiums
Tier Employee Cost UNA Cost Total Premium
Employee $0.00 $728.36 $728.36
+Child(ren) $423.42 $778.36 $1,201.78
+Spouse $678.36 $778.36 $1,456.72
+Spouse & Child(ren) $786.88 $778.36 $1,565.24
UNA also provides dental coverage through The University covers the full individual premium for eligible employees.
Blue Cross Blue Shield of Alabama Dental - Monthly Premiums
Tier Employee Cost UNA Cost Total Premium
Employee $0.00 $29.61 $29.61
Family $39.07 $29.61 $68.68
UNA provides all eligible employees with basic life insurance at no cost to the employee. The basic life coverage level is 1.5 times the covered employee's annual base salary with a maximum benefit of $400,000. Included with your basic life coverage is Accidental Death and Dismemberment coverage at 3 times the covered employee's annual salary. The provider for this coverage is As a member of the , eligible employees have life benefits available through the TRS. Also, for eligible active employees, a death benefit of the payment of accrued sick leave is paid to the employee's beneficiary by the University.
This coverage provides benefits after a 90-day period of disability. The monthly benefit is 60% of the covered employee's monthly base salary not to exceed $10,000 per month. The cost for this benefit is paid in full by the University for eligible employees and the provider for this coverage is
Retirement Plans
The is a defined benefit plan in which participation is mandatory for eligible employees. Eligible employees are categorized by the TRS as Tier I or Tier II members.
Rates below are effective as of October 1, 2025

• Tier I - Employee contribution rate is 7.5% for regular employees and 8.5% for law enforcement employees.
• Tier II - Employee contribution rate is 6.2% for regular employees and 7.0% for law enforcement employees.

- this retirement plan is a voluntary, supplemental, deferred compensation plan.
- this plan is a voluntary, supplemental, deferred compensation plan offered by the Retirement Systems of Alabama.
The University provide a $6.00 per month credit to eligible employees to offset the cost(s) for supplemental, voluntary benefits. All full-time regular employees are eligible for this benefit on the first day of the month following the completion of 90 days of employment.

• Flexible Spending Accounts - HealthEquity
• Cancer Insurance - Allstate
• Short-Term Disability Insurance - Fort Dearborn Life
• Life Insurance - Symetra
• Accident Coverage - Symetra
• Critical Illness Insurance - Symetra
• Hospital Indemnity Coverage - Symetra
• Vision Insurance - Vision Blue by VSP
• Air Evac Lifeteam
• Long-Term Care Insurance - LTCi Plans

UNA provides remission of tuition to eligible employees and to their spouses and qualified dependent children.
Paid Time Off
- Faculty are not eligible for annual leave.
- Full-time regular employees are entitled to 96 work hours (12 workdays) of sick leave each year at the employee's regular rate of pay regardless of length of service.
- Faculty are eligible for paid holidays.
Miscellaneous Benefits
01
Do you have a minimum of a master's degree in early childhood, elementary, or special education?

• No, I do not have a master's degree, nor am I enrolled in a program.
• Yes, I have a master's degree in early childhood, elementary, or special education.
• Yes, I have a master's degree in a closely-related field.
• No, but I have an Education Specialist or higher and graduate hours to certify.

02
Do you have a current, valid Alabama Professional Educator Certificate in early childhood, elementary, or special education - or the ability to obtain such through reciprocity ?

• No
• Yes

03
Do you have a minimum of five years of successful experience as an early childhood, elementary, or special education teacher?

• Yes, in early childhood education.
• Yes, in elementary education.
• Yes, in special education.
• No

04
Can you provide evidence of demonstrated expertise as attested by a current or former employing city or county superintendent of education, advanced coursework as evidenced on a transcript, and/or documented completion of professional development in mathematics instruction and intervention and early numeracy interventions, including dyscalculia interventions?

• No
• Yes

05
Can you provide evidence of completion of professional development recommended by the Alabama Elementary Mathematics Task Force (EMTF)?

• No
• Yes

Required Quest