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Math Instructional Coach Jobs in Raleigh, NC (NOW HIRING)

WCPSS

Senior Administrator - Title I

Cary, NC · On-site

Designs and delivers professional development activities to instructional coaches and school system ... math intervention, parental involvement, pre-kindergarten, and/or extended learning programs.

WCPSS

Senior Administrator - Title I

Cary, NC

Designs and delivers professional development activities to instructional coaches and school system ... math intervention, parental involvement, pre-kindergarten, and/or extended learning programs.

Mathnasium

Education Consultant

Raleigh, NC · On-site

$15 - $20/hr

Lead and coach team members to effectively deliver individualized instruction in a group setting ... Passion for math and working with students * Excellent interpersonal and organizational skills

North Carolina Jobs

ELEMENTARY STEM TEACHER

Raleigh, NC · On-site

$43K - $58K/yr

... aligned instruction in Science, Technology, Engineering, and Mathematics for students in Pre-K ... Participate in Professional Learning Communities (PLCs), staff meetings, coaching cycles, and ...

Allegiance Staffing

Quality Assurance

Cary, NC

$18.50/hr

... instructional methods, including one-on-one coaching, workshops, job shadowing, and mentoring ... Basic math skills, including addition, subtraction, multiplication, and division. * Effective ...

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All JobsMath Instructional Coach JobsMath Instructional Coach Jobs in Raleigh, NC

Math Instructional Coach information

See Raleigh, NC salary details

$22.4K

$56.7K

$78.2K

How much do math instructional coach jobs pay per year?

As of Aug 3, 2026, the average yearly pay for math instructional coach in Raleigh, NC is $56,676.00, according to ZipRecruiter salary data. Most workers in this role earn between $44,700.00 and $64,600.00 per year, depending on experience, location, and employer.

How does a math instructional coach typically collaborate with teachers to improve classroom instruction?

A Math Instructional Coach works closely with teachers by observing lessons, providing constructive feedback, and co-planning or modeling effective instructional strategies. Collaboration often includes analyzing student data together to identify learning gaps and designing targeted interventions. Coaches also facilitate professional development sessions and create a supportive environment for teachers to share best practices. This partnership approach helps build teacher confidence and fosters continuous improvement in math instruction across the school.

What is a math instructional coach?

A Math Instructional Coach is an educator who works with teachers to improve their instructional practices in mathematics. They provide support through modeling lessons, offering feedback, analyzing student data, and facilitating professional development. Their goal is to enhance teaching effectiveness and student achievement in math by collaborating closely with teachers and administrators.

How do you become a math instructional coach?

To become a math instructional coach, candidates typically need a bachelor's degree in education or a related field, along with teaching experience in mathematics. Many roles require a master's degree or additional certification in educational leadership or coaching, as well as strong communication and leadership skills. Some positions may also require state certification or licensure for teachers.

What are the key skills and qualifications needed to thrive as a math instructional coach, and why are they important?

To thrive as a Math Instructional Coach, you need a deep understanding of mathematics pedagogy, curriculum standards, and effective instructional strategies, often supported by a teaching credential and experience in math education. Familiarity with assessment tools, data analysis platforms, and digital instructional resources is typically required. Strong communication, coaching, and collaboration skills help in building trust and guiding teachers toward best practices. These competencies are crucial for supporting teacher growth and improving student math achievement across classrooms.

What qualifications do you need to be a math instructional coach?

A math instructional coach typically needs a bachelor's degree in education or mathematics, along with teaching certification and several years of classroom teaching experience. Many roles also prefer a master's degree in education or a related field, as well as knowledge of instructional strategies, data analysis, and familiarity with educational technology tools.

What is the difference between Math Instructional Coach vs Math Teacher?

AspectMath Instructional CoachMath Teacher
CredentialsTypically requires a teaching certification and experience in math instructionRequires a teaching certification and a degree in education or mathematics
Work EnvironmentWorks with teachers and administrators in schools to improve math instructionTeaches students directly in classrooms
Employer & Industry UsageSchool districts, educational organizationsSchools, districts, private institutions
Primary FocusSupporting and coaching teachers to enhance math teaching strategiesDelivering math lessons and assessing student progress

While both roles require a background in math and education, a Math Instructional Coach focuses on supporting teachers and improving instructional methods, whereas a Math Teacher directly instructs students in the classroom. Understanding these differences helps in choosing the right career path or job search focus.

What are popular job titles related to Math Instructional Coach jobs in Raleigh, NC? For Math Instructional Coach jobs in Raleigh, NC, the most frequently searched job titles are:
What job categories do people searching Math Instructional Coach jobs in Raleigh, NC look for? The top searched job categories for Math Instructional Coach jobs in Raleigh, NC are:
What cities near Raleigh, NC are hiring for Math Instructional Coach jobs? Cities near Raleigh, NC with the most Math Instructional Coach job openings:
Math Instructional Coach jobs near you
Infographic showing various Math Instructional Coach job openings in Raleigh, NC as of July 2026, with employment types broken down into 45% Full Time, 52% Part Time, and 3% Contract. Highlights an 97% Physical, 1% Hybrid, and 2% Remote job distribution, with an average salary of $56,676 per year, or $27.2 per hour.

Senior Administrator - Title I

WCPSS

Cary, NC • On-site

Full-time

Re-posted 24 days ago

Job description

Overview
POSITION TITLE (Oracle title)
SENIOR ADMINISTRATOR
WORKING TITLE
Title I Low Performing School Support
SCHOOL/DEPARTMENT
Title I/Academics
LOCATION
Crossroads I, Cary, NC
PAY GRADE
Senior Administrator-Band 3
FLSA STATUS
Exempt
ELIGIBILITY FOR EMPLOYMENT CONTRACT
Yes
WORK WEEK SCHEDULE
Monday-Friday (occasional evenings and weekends) Position is available for a Hybrid Telework workweek
POSITION PURPOSE:
Manages and coordinates Title I program activities and assigned staff for the implementation of Title I programs as an integral part of the total curriculum and instructional program, in accordance with legislative and regulatory requirements specifically for Low Performing Title I funded schools. Collaborates with other departments, schools, and community groups to ensure a coordinated effort in providing an effective instructional program for all students in Low Performing Title I funded schools. Designs and delivers professional development activities to instructional coaches and school system staff in Low Performing Title I schools.
MINIMUM QUALIFICATIONS:
KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)
  • Extensive knowledge and understanding of Title I legislation and federal, state, and local regulatory requirements applicable to Title I programs;
  • Extensive knowledge of the needs of Title I students from diversified backgrounds and various learning abilities and styles;
  • Extensive knowledge of the use data analysis to identify trends and recommend practical, actionable strategies for improvement;
  • Extensive knowledge and experience in facilitating professional learning communities and leadership development opportunities focused on school turnaround;
  • Demonstrate leadership and team building skills;
  • Utilize Critical thinking and problem-solving skills;
  • Ability to provide consistent coaching and strategic support and deliver professional development to Principals and leadership teams in Low Performing schools;
  • Ability to lead progress monitoring efforts to ensure schools stay aligned with district and state improvement expectations;
  • Ability to partner with central office staff to align resources and support directly to the needs of LP schools;
  • Ability to serve as a direct connection between the Office of Title I Programs and LP schools to ensure ongoing communication and accountability.
  • Ability to build relationships of trust with Principals, while having the flexibility to adapt quickly to the unique challenges of all Low Performing Title I funded schools;
  • Ability to assess program needs and plan short and long-range programs for Low Performing Title I funded schools;
  • Ability to analyze, understand and recommend strategies and support based on the data.
  • Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
  • Ability to establish and maintain effective working relationships with school officials, administrators, teachers, support staff, vendors, and federal and state contacts.

EDUCATION, TRAINING, AND EXPERIENCE
  • Master's degree from a regionally accredited college or university in Curriculum and Instruction,
  • Educational Administration, or related field;
  • Three years of experience as a teacher or administrator in an elementary school.

CERTIFICATION AND LICENSE REQUIREMENTS
  • Hold or be qualified to hold a North Carolina Professional Educator's License in a content teaching area;
  • Must hold and maintain a valid motor vehicle operator's license according to the State of NC requirements.

PREFERRED QUALIFICATIONS:
  • Experience working directly with Title I and/or low-performing schools;
  • Proven success in leading school turnaround or transformation work;
  • Strong understanding of state accountability systems and improvement planning.

ESSENTIAL DUTIES AND RESPONSIBILITIES:
  1. Provides leadership for the development and implementation of specific programs in Low Performing Title I funded schools, including literacy and math intervention, parental involvement, pre-kindergarten, and/or extended learning programs. Develops long and short range goals and plans for the improvement of initiatives in Low Performing Title I funded schools; evaluates goals and plans to determine effectiveness and identify needs.
  2. Supports the Title I Schoolwide program in planning and implementing school reform strategies. Assists Low Performing Title I funded schools in analyzing and reviewing data to address Title I school improvement requirements. Coordinates supplemental educational services under Title I school improvement.
  3. Collaborates with school system staff in identifying professional development needs in Low Performing Title I funded schools. Designs and delivers professional development related to Title I programs.
  4. Works in collaboration with various school system departments, school-based staff, and community groups regarding program initiatives, implementation, and evaluation. Represents Title I and the school system on various committees and/or task force groups.
  5. Stays abreast of changes in ongoing requirements of federal and state legislation as they relate to Title I programs. Reviews current research, studies, and reports as a basis for program planning.
  6. Participates in recruitment, screening, selection, and assignment of staff; monitors and evaluates direct reports.
  7. Adheres to local, state, and federal school laws, policies, and regulations. Interprets educational policies, programs, and procedures to a variety of audiences. Serves as a liaison between the school system and local, state, and federal agencies.
  8. Performs other related duties, as assigned.

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS
This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, staff members of external funding agencies, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force. The work occasionally requires driving automotive equipment.
EFFECTIVE DATE: 12/2025
DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time.

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