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Mathematics Instructional Coach Jobs (NOW HIRING)

Jumoke Academy

Math Coach

Hartford, CT

Mathematics Instructional Coaching Support Teacher Growth Provide job-embedded coaching, modeling, and feedback to teachers to strengthen mathematics instructional practices aligned to district goals ...

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How much do mathematics instructional coach jobs pay per year?

As of Aug 14, 2026, the average yearly pay for mathematics instructional coach in the United States is $58,307.00, according to ZipRecruiter salary data. Most workers in this role earn between $46,000.00 and $66,500.00 per year, depending on experience, location, and employer.

What is a mathematics instructional coach?

A Mathematics Instructional Coach is an educator who supports teachers in improving math instruction and student learning in schools. They collaborate with teachers to implement effective teaching strategies, analyze student data, and develop curriculum. Instructional coaches may also provide professional development, model lessons, and offer feedback to foster a positive and effective math learning environment. Their goal is to enhance both teacher practice and student achievement in mathematics.

What is the difference between Mathematics Instructional Coach vs Math Curriculum Specialist?

AspectMathematics Instructional CoachMath Curriculum Specialist
CredentialsTeaching certification, relevant math education experienceAdvanced degree in education or curriculum design, certification often preferred
Work EnvironmentSchools, classrooms, professional development sessionsDistrict offices, curriculum development teams, training workshops
Employer & Industry UsageSchool districts, educational organizationsSchool districts, education departments, curriculum publishers
Primary FocusSupporting teachers in instructional practicesDeveloping and implementing math curricula and resources

While both roles focus on improving math education, Mathematics Instructional Coaches primarily support teachers directly in classrooms, whereas Math Curriculum Specialists focus on designing and refining math curricula and resources. Both roles collaborate to enhance student learning but differ in their core responsibilities and work settings.

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

To thrive as a Mathematics Instructional Coach, you need deep content knowledge in mathematics, teaching experience, and usually a relevant degree or teaching certification. Familiarity with curriculum design tools, assessment software, and instructional technology is often required. Strong communication, leadership, and collaboration skills help coaches effectively support and motivate teachers. These skills ensure the effective implementation of best practices, resulting in improved student math outcomes across classrooms.

How does a mathematics instructional coach typically collaborate with classroom teachers to improve student outcomes?

Mathematics Instructional Coaches work closely with classroom teachers by providing ongoing support, modeling effective teaching strategies, and co-planning lessons tailored to student needs. They often observe classroom instruction, give constructive feedback, and facilitate professional development sessions. This collaborative approach helps teachers implement best practices, leading to improved student engagement and achievement in mathematics. Coaches also serve as a bridge between curriculum goals and classroom practice, fostering a supportive environment for continuous teacher growth.
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Mathematics Instructional Coach jobs near you

Mathematics Instructional Support Specialist

Asheville City Schools

Asheville, NC • On-site

Part-time

Re-posted yesterday

Job description

Position Type:
Elementary School Teaching
Date Posted:
7/15/2026
Location:
Jones Elementary
Date Available:
08/13/2026
Closing Date:
Until Filled
Asheville City Schools Job Description
Job Title: Mathematics Instructional Support Specialist (Part-Time)
Location: Ira B. Jones Elementary School
Contact: Ruafika.Cobb@acsgmail.net
Position Summary
The Mathematics Instructional Support Specialist serves as a collaborative partner to classroom teachers to strengthen mathematics instruction and improve student outcomes. This position focuses primarily on building teacher capacity through co-planning, co-teaching, data analysis, instructional modeling, and ongoing support within Professional Learning Communities (PLCs). The specialist works alongside teachers to ensure high-quality mathematics instruction, effective intervention practices, and the implementation of evidence-based instructional strategies.
This position may provide direct support to small groups of students when additional intervention or enrichment is needed; however, the role's primary focus is supporting teachers and improving Tier I instruction.
Schedule: Part-Time, 29.5 hours per week
Position Purpose
This position was created to strengthen mathematics instruction through collaborative planning, co-teaching, instructional support, and data-informed decision-making. Working alongside teachers, the Mathematics Instructional Support Specialist helps build instructional capacity, strengthen Tier I mathematics instruction, and improve outcomes for all students.
Essential Responsibilities
Instructional Support and Coaching
  • Collaborate with classroom teachers to strengthen mathematics instruction across grade levels.
  • Co-plan lessons that align with grade-level standards, curriculum expectations, and student needs.
  • Co-teach mathematics lessons to model effective instructional practices and support implementation.
  • Provide instructional feedback and support to teachers through collaborative planning and reflection.
  • Assist teachers in implementing differentiated instructional strategies to meet diverse learner needs.
  • Support the effective use of district-adopted mathematics curriculum and instructional resources.

Data Analysis and Student Achievement
  • Facilitate the analysis of student assessment data, including universal screeners, benchmark assessments, classroom assessments, and progress-monitoring data.
  • Help grade-level teams identify trends, strengths, and areas of need in mathematics performance.
  • Support teachers in developing instructional responses based on student data.
  • Assist in monitoring student growth and evaluating the effectiveness of instructional interventions.

Professional Learning Communities (PLCs)
  • Participate in grade-level PLC meetings and collaborative planning sessions.
  • Support teams in unpacking standards, identifying learning targets, and developing common assessments.
  • Facilitate conversations focused on instructional improvement and student achievement.
  • Assist teams in developing action plans based on student performance data.
  • Support grade-level teams in identifying and sharing effective instructional practices that lead to improved student outcomes.

Intervention and Student Support
  • Provide targeted mathematics support to individual students or small groups when needed.
  • Collaborate with teachers to identify students requiring additional support or enrichment.
  • Support the implementation and monitoring of mathematics intervention plans.
  • Assist with progress monitoring and documentation related to student support efforts.

School Improvement and Collaboration
  • Serve as a member of the school's instructional leadership efforts related to mathematics achievement.
  • Support schoolwide mathematics goals and improvement initiatives.
  • Collaborate with administrators, instructional staff, and support personnel to strengthen instructional practices.
  • Participate in professional learning and school-based meetings as appropriate.

Qualifications
  • Valid North Carolina Teaching License.
  • Strong knowledge of elementary mathematics content and instructional best practices.
  • Experience analyzing student achievement data and using data to inform instruction.
  • Demonstrated ability to collaborate effectively with teachers and instructional teams.
  • Strong communication, organizational, and problem-solving skills.
  • Experience with co-teaching, instructional coaching, or mathematics intervention preferred.

Desired Characteristics
The ideal candidate:
  • Builds positive relationships with students, teachers, and staff.
  • Approaches coaching through collaboration rather than evaluation.
  • Uses data to guide instructional decision-making.
  • Demonstrates flexibility and responsiveness to school needs.
  • Maintains a student-centered focus while building teacher capacity.
  • Believes strong Tier I instruction is the foundation for student success.

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