ob Overview
T

he job of Special Education Math Coach was established for the purpose(s) of assisting Special Education teachers and o
ther instructional staff in developing strategies, skills, tools, techniques, and capacity to effectively teach math to all s
tudents. T

his job reports to the Student Support Services (SSS) Specialist, Director of Student Support Services, or Executive D
irector of Student Support Services.
J


ob Functions
•

• nalyzes special education student data and reports findings for the purpose of sharing information with t

eachers and making informed decisions relative to instructional practices and developing PLEPs, goals and s
ervices for an appropriate IEP. •

• ttends IEP team meetings to support the IEP team in planning for the math needs of the special education s

tudent. •

• ssesses skills and needs (both initially and ongoing) of special education students for the purpose of d

etermining the appropriate intervention and strategies needed to bring about student achievement and gains i
n value added scores in math. •

• ollaborates with general education math coaches, general education teachers, other IEP team members and a

dministrators in discussing and planning for each student. •

• emonstrates exemplary math practice and possesses a deep understanding of math theory for the purpose of m

odeling best practices in math and improving student achievement levels. •

• valuates student achievement and compares to typical norms to identify deficits for the purpose of placing s

tudents in appropriate intervention and support services. The coach must also understand the student’s d
isability and how that impacts the identification of the appropriate intervention and service. •

• eads and participates in on-going and job-embedded professional development (e.g. study groups, d

emonstration lessons with pre- and post-discussion analysis; workshops; trainings; and seminars) for the p
urpose of conveying and/or gathering information related to math (including pedagogy, coaching and i
nterpretation of assessment results) and assessment of student skills. •

• aintains a variety of manual and electronic files and/or records (e.g. TCAP data, student records, other data r

egarding math proficiency, etc.) for the purpose of determining success of math coaching on student a
chievement and evaluation effectiveness of the math program special education students are utilizing. •

• entors, observes, and coaches special education teachers for the purpose of improving math instruction and p

romoting a professional learning community. •

• repares a variety of written materials (e.g. lesson plans, scope and sequence guides, classroom materials, r

eports, etc.) for the purpose of demonstrating best practices in math instruction, documenting activities, p
roviding written reference, and/or conveying information. •

• repares lesson plans, in collaboration with teachers, related to student deficits in math calculation and math p

roblem solving. •

• upports special education teachers in the development of an appropriate IEP based on math deficits as i

dentified through multiple sources of data in the Present Levels of Educational Performance (PLEPs). •

• acilitates the review and selection of math intervention materials and related instructional aides for the p

urpose of providing effective instructional materials in order to meet student needs. •

• emonstrates the ability to take initiative on developing creative and innovative ways to assist students and t

eachers in making progress.

P

erforms other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
T

ravel B

etween schools and sites within the county and minimal outside District travel.
W

orking Environment T

his role is performed in a standard school/office environment and in a generally clean and healthy environment. T

he usual and customary methods of performing the job's functions require the following physical demands: some lifting, c
arrying, pushing, and/or pulling; and significant fine finger dexterity. G

enerally, the job requires 40% sitting, 20% walking, and 40% standing. Q

ualifications M

inimum experience: Experience teaching within the fields of math and special education. M
inimum education: Minimum of a bachelor’s degree in special education or related field is required. T

he ideal candidate will have the following education, experience, skills, knowledge, abilities and/or competencies: •

• minimum of 5 years of teaching with a concentration in math and working with special education students is p

referred. •

• killed in applying assessment instruments; operating standard office equipment; planning and managing projects; a

nd using pertinent software applications. •

• trong foundation of knowledge in education for students with disabilities. •

• ble to compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues a

nd draw conclusions. •

• nowledge of special education lesson planning; instructional materials; and community resources. •

• ble to schedule a significant number of activities, meetings, and/or events; collate data; and use basic, job-related e

quipment. •

• ble to independently work with others in a wide variety of circumstances; work with data utilizing defined but d

ifferent processes; and operate equipment using defined methods. •

• ble to work with significant diversity of individuals and/or groups. •

• ble to independently interpret guidelines, maintain confidentiality, set priorities, and promote services within c

ommunity. •

• ble to work under limited supervision using research-based practices and/or methods. •

• ble to track budget expenditures.
  R

equired Testing: None Specified C
ontinuing Education/Training: Maintain Licensure R
equired Certificates and/or Licenses: Teacher’s Certification and/or License to cover K-12 C
learances: Criminal Justice Fingerprint/Background Clearance F
LSA Status: Exempt E
mployee Type: Certified P

ursuant to the Williamson County Board of Education’s policy of non-discrimination, Williamson County Schools does not discriminate o
n the basis of race, sex, religion, color, national or ethnic origin, sexual orientation, age, disability, or military services in its policies, or i