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Virtual Elementary Math Coach Jobs (NOW HIRING)

Stride, Inc.

OR

The mission of Tennessee Virtual Academy (TNVA) is to provide an exemplary individualized and ... The Math Coach researches and provides teachers with information and guidance regarding innovative ...

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Virtual Elementary Math Coach information

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$28.5K

$58.3K

$80K

How much do virtual elementary math coach jobs pay per year?

As of Jun 1, 2026, the average yearly pay for virtual elementary math coach in the United States is $58,347.00, according to ZipRecruiter salary data. Most workers in this role earn between $50,500.00 and $68,000.00 per year, depending on experience, location, and employer.

What is the difference between Virtual Elementary Math Coach vs Virtual Elementary School Teacher?

AspectVirtual Elementary Math CoachVirtual Elementary School Teacher
Required CredentialsTeaching certification, math endorsement, relevant experienceTeaching certification, state licensure, subject-specific credentials
Work EnvironmentRemote, one-on-one or small group coaching sessionsRemote classroom, teaching multiple students simultaneously
Employer & Industry UsageEducational companies, tutoring platforms, school districtsPublic/private schools, online school programs
Common Search & Comparison IntentUnderstanding coaching roles, specialized math supportGeneral teaching duties, classroom management

The Virtual Elementary Math Coach focuses on providing targeted math support and skill development through remote coaching, often working with individual students or small groups. In contrast, the Virtual Elementary School Teacher manages entire classrooms, delivering comprehensive instruction across subjects. Both roles require teaching credentials and involve remote work, but their scope and daily responsibilities differ significantly.

More about Virtual Elementary Math Coach jobs
What cities are hiring for Virtual Elementary Math Coach jobs? Cities with the most Virtual Elementary Math Coach job openings:
What are the most commonly searched types of Elementary Math Coach jobs? The most popular types of Elementary Math Coach jobs are:
What states have the most Virtual Elementary Math Coach jobs? States with the most job openings for Virtual Elementary Math Coach jobs include:
What job categories do people searching Virtual Elementary Math Coach jobs look for? The top searched job categories for Virtual Elementary Math Coach jobs are:
Virtual Elementary Math Coach jobs near you
Infographic showing various Virtual Elementary Math Coach job openings in the United States as of May 2026, with employment types broken down into 92% Full Time, 6% Part Time, and 2% Contract. Highlights an 96% Physical, and 4% Remote job distribution, with an average salary of $58,347 per year, or $28.1 per hour.

Math Coaches (2) Locations TBD

Alabama Department of Education

Gadsden, AL

Full-time

Posted 11 days ago

Job description

Job Summary
TITLE: Building-Based Math Coach
STATUS: Exempt
QUALIFICATIONS: 1. Hold a valid Alabama professional educator certificate in elementary education or special education.
2. Have a minimum of five years of experience as elementary or special education teacher.
3. Demonstrate expertise, as attested by a current or former employing county or city superintendent of education, in mathematics instruction and intervention and early numeracy interventions, including dyscalculia interventions.
4. Hold a master's degree or have completed professional development recommended by the Elementary Mathematics Task Force, or both.
5. Completed professional development in AMSTI Math Foundational Training and/or OGAP.
REPORTS TO: Principal, Director of Curriculum, Director of Elementary Education,
and Office of Math Improvement Director and Regional Coordinator.
JOB GOAL: Provide instructional support to comply with all provisions of the Alabama Numeracy Act; support and guide effective instructional practices to improve mathematics instruction; guide and assist staff in increasing grade level proficiency in mathematics, implement steps to improve mathematics proficiency in elementary students to ensure that students are proficient in mathematics at or above grade level by the end of 5th grade; assist administrators, parents, teachers, and students in acquiring materials to address mathematic academic needs; develop and administer programs that address specific mathematical needs of students.
DUTIES AND RESPONSIBILITIES: A mathematics coach shall be employed by the local education agency with funds appropriated by the Legislature. Mathematics coaches shall be employed as 10-month/207 day employees (ANA page 23). The extra days beyond the nine-months shall be used to train teachers, develop units of instruction and materials to support instruction, as determined by school data, and receive professional learning. A mathematics coach shall prioritize coaching in mathematics and may not perform administrative duties, serve in administrative roles, serve as a substitute teacher, serve as a testing coordinator, serve as an interventionist or perform other school duties not focused on coaching or the mathematics improvement of students during the instructional day (ANA page 27-28). Duties and responsibilities of building-based mathematics coaches shall include all the following:
  • Supporting the improvement of instruction with an emphasis on Tier 1 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 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 differentiate mathematics instruction and to identify students
    exhibiting the characteristics of dyscalculia and other exceptionalities.
  • Monitoring the progress of 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 of teachers 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 student work to identify students
    with misconceptions, students exhibiting characteristics of dyscalculia, and students needing
    acceleration.
  • Assisting teachers in administering early numeracy screeners 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 mathematics goals.
  • Engaging in ongoing learning opportunities to grow in knowledge. skills. and expertise in
    mathematics.
  • 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.

    • EVALUATION AND SUPPORT: OMI building-based mathematics coaches as designated by the ANA will be evaluated according to quantitative and qualitative data measures. Summative and formative student assessment data, surveys, and site visit reports will be used in determining ANA mathematics coaches' effectiveness and that of the overall program and process effectiveness. Support for ANA mathematics coaches will be provided by OMI Regional Coordinators according to specifications outlined in the ANA.

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