2026-2027 SY: Instructional Coach - Math

Title:

Math Instructional Coach

Work Unit:

B.F. Young/School Site

Reports To:

STEM Coordinator

Contract Length:

9 months

Pay Schedule:

Teacher – Level II/III

Overtime Status:

Exempt

Hours:

35 hours per week

Union Status:

NEA

Licensure:

Level II or Level III NM Elementary Teaching License

All positions with Santa Fe Public Schools require a post-offer/pre-employment background check. Some positions have additional requirements as established by federal or state rules and regulations. This position is funded by the NM PED Math Lab grant awarded to SFPS in 2026. Funding is dependent upon the renewal of the grant award each year.

General Function

The Math Instructional Coach will serve as a traveling specialist, providing intensive, data-driven support for K-3 math instruction across two school sites. This involves the physical transport of instructional materials and the orchestration of co-teaching schedules that maximize direct student contact time during Layer 3 (i.e., intervention) blocks.

Education/Training/Experience

(Basic minimum requirements are subject to change from time to time to meet the needs of the District.)

Minimum: Bachelor's in Education. Two to five years of mathematics teaching experience. Add+Vantage Math Recovery® Course One (AVMR1).

Preferred: Master's in Education. Experience with data collection and analysis; Elementary Math Specialist endorsement. Working with diverse populations and needs. Bilingual: English-Spanish

Knowledge/Skills/Abilities

The ideal candidate will possess a deep conceptual understanding of the trajectories of early numeracy development and a proven track record of moving student achievement in a K-3 setting. Beyond classroom expertise, candidates should demonstrate the ability to navigate the complexities of adult learning. This includes a practical application of andragogy, recognizing that adult learners are self-directed, bring a wealth of prior experience to the table, and require a "why" behind new instructional shifts. The coach must show high emotional intelligence and adaptability when co-planning and co-teaching, tailoring their approach to meet the diverse readiness levels and teaching styles of their colleagues. Proficiency in analyzing Multi-Layered System of Supports (MLSS) data is essential to identify students for Layer 3 intervention accurately. Furthermore, as this role supports two school sites, the coach must exhibit exceptional time-management skills, a proactive approach to professional communication, and the "soft skills" necessary to build trusting, non-evaluative relationships with staff. Experience with manipulative-based instruction and a readiness to master the Math Recovery Specialist framework are critical for success in this role.

Essential Job Functions

Performs all functions in accordance with established policies, procedures, safety and environmental regulations, facility and computer security policies and procedures. Functions are subject to change from time to time to meet the needs of the organization. Current essential responsibilities include, but are not limited to the following:

1. Must complete the Math Recovery Specialist course during the first year after accepting the position.

2. Support math lab teachers to administer early numeracy screeners throughout the school year.

3. Regularly review formative and summative assessment data (e.g., screeners, diagnostic interviews) to identify specific gaps in foundational numeracy.

4. Determine/plan/deliver professional development according to the needs of the school/District.

5. Design and implement instructional scaffolds that allow students in Layer 3 intervention to access grade-level Layer 1 content.

6. Maintain detailed records of student growth during the intervention block to determine the effectiveness of co-taught lessons and adjust strategies in real-time.

7. Demonstrate high-leverage teaching moves, such as purposeful questioning and the use of concrete-representational-abstract (CRA) sequences.

8. Conduct non-evaluative coaching cycles consisting of pre-conferences, co-teaching/observations, and post-conferences focused on teacher goals.

9. Apply and share specialized techniques learned in the Math Recovery Specialist course to help teachers identify "stages of early arithmetic learning" (SEAL).

10. Identify, vet, and organize manipulative-based resources and digital tools that align with the District’s K-3 math scope and sequence.

11. Participate in grade-level team meetings to ensure that Layer 3 interventions are bridged effectively back to core classroom instruction.

12. Facilitate or contribute to school-based PLCs to foster a culture of collaborative mathematical inquiry among K-3 staff.

13. Provide regular updates to school site leaders and the STEM Coordinator regarding the progress of the coaching cycles and the impact on student achievement.

14. Support teachers in communicating intervention goals and progress to families, providing simple strategies for math support at home.

15. Coordinate schedules between two school sites to ensure equitable support for K-3 teachers and consistent attendance during designated Layer 3 blocks.

16. Serve as a bridge between sites to ensure that the Math Lab implementation remains aligned with District-wide STEM goals and the Ready Set Math® curriculum.

17. Performs other related duties as assigned.

Salary Range and Benefits

Based on education, experience, and level of NM Teaching License. Medical, dental, and vision benefits are available to full and part-time employees who work a minimum of 20 hours per week.

Tier 2 License: $60,000+*

Tier 3 License: $70,000+*

*contingent upon NMPED Math Lab grant funding

Resources Used in Performing the Job Include (but are not limited to)

Standard office equipment and software platforms such as Microsoft Office and Google Suite.

Physical/Cognitive Requirements

Regularly required to stand; move throughout a room and/or facility. Communicate verbally and electronically. Use hands to handle or feel objects, tools, or controls, and reach with hands and arms. Frequently required to stoop, kneel, or crouch. Occasionally required to sit, climb, balance, and drive.

May have occasion to perform heavy lifting up to 50 pounds. Specific vision abilities required include close vision, distance vision, color vision, and the ability to adjust focus. Some work outside of regularly scheduled work time may be required. Must possess and maintain a valid driver’s license and private automobile.

Environmental Conditions

Travel to school sites is required. Duties performed typically in school settings include the music room, classrooms, gym, and auditorium. Coach will be subject to indoor and outdoor environmental conditions, noise, and hazards. Some occasional travel is required for meetings and conferences.

Personal Accountability

1. Demonstrates reliability as evidenced by attendance records and punctuality.

2. Properly notifies supervisor and/or designee of absences or tardiness.

3. Begins and completes work within the allotted time.

4. Consistently appears in attire appropriate to the work environment.

5. Demonstrates skill in the use of equipment, including its capabilities, limitations, and appropriate/ special application.

6. Protects the district’s resources through appropriate and careful use of supplies and equipment.

7. Utilizes appropriate body mechanics to aid in the prevention of muscle strain/injury.

Santa Fe Public Schools does not discriminate on the basis of race, color, national origin, ancestry, religion, sex, sexual orientation, gender identity or expression, marital status, pregnancy, disability, age, veteran status, medical/genetic information, or any other characteristic protected by law.