Math Specialist/Coach (Elementary)

• Teaches Mathematics to students in a classroom, utilizing course of study adopted by the Board of Education, and other appropriate learning activities.
• Collaborate with individual teachers through co-planning, co-teaching, and coaching.
• Research and provide content knowledge and resources to staff about learning and teaching mathematics including, teaching strategies, assessment of math skills, and interpretation of assessment results.
• Research and provide information and guidance regarding a range of effective and innovative mathematics practices through various activities such as: individual discussions (formal/informal), coaching sessions, lesson demonstrations, study groups etc.
• Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
• Attend staff meetings and serve on committees, as required.
• Confer with parents or guardians, teachers, counselors, and administrators to resolve students' behavioral and academic problems.
• Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations.
• Meet with other professionals to discuss individual students' needs and progress.
• Prepare materials and classrooms for class activities.
• Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
• Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible.
• Observe and evaluate students' performance, behavior, social development, and physical health.
• Prepare, administer, and grade tests and assignments to evaluate students' progress.
• Prepare reports on students and activities as required by administration.
• Adapt teaching methods and instructional materials to meet students' varying needs and interests.
• Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
• Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.
• Collaborate with other teachers and administrators in the development, evaluation, and revision of elementary school programs.
• Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
• Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
• Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
• Enforce administration policies and rules governing students.
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
• Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.
• Prepare and implement remedial programs for students requiring extra help.
• Administer standardized ability and achievement tests and interpret results to determine student strengths and areas of need.
• Guide and counsel students with adjustment or academic problems, or special academic interests.
• Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
• Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
• Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
• Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.

• A commitment to OSI values and a belief that our students can BEAT THE ODDS
• A comfort level with TRANSPARENT & PUBLIC SHARING OF DATA
• Understanding and must illustrate through actions that our number1 focus is increasing student skills as measured by standardized test scores
• A belief that strong connections with students are important and that social skills can be learned by committing to full implementation of the WELL MANAGED SCHOOLS MODEL and active participation as an ADVISOR
• Willingness to support the School Schedule
• Authentic commitment to pre-planned and strategic PROFFESSIONAL LEARNNG both individually and in groups
• A commitment to personally doing your part to ensure HEALTHY & HONEST COLLABORATION AMONG ADULTS

• Master's Degree or higher with valid Type 03 (K-9) or Type 09 (6-12) ISBE teaching certification with endorsement in Middle School and Mathematics 

• Demonstrate strong and growing content and pedagogical knowledge

• Demonstrate superior knowledge of Mathematics at the intermediate and upper level
• Excellent teaching skills with an ability to differentiate instruction to the unique needs of middle school students
• Knowledge of how to create extended response in math
• Knowledge of how to create real world experiences through math
• Knowledge of academic, social and behavioral characteristics of middle school students.
• Knowledge of behavior management and behavior shaping strategies, techniques and methods.
• Knowledge of conflict resolution procedures
• Knowledge of  how to use data to drive the instructional practice
• Proficient in evidence-based behavioral strategies and capable of effectively managing a classroom
• Understands literacy development and the teaching strategies and evidence-based interventions that are most likely to advance such development
• Committed to the profession of teaching and constantly seeking to learn more about the complexities of teaching and improve one's own ability to improve student achievement and enhance student well-being
• Strong leadership, collaboration, and communication skills; ability to work a diverse group of professionals around a clear goal
• Ability to develop strong, empathetic relationships with students and their families
• Strong general knowledge of the population of students at risk and experience with successful intervention strategies for these students; knowledge of student social and emotional development
• 3 or more years of experience in an urban school or related setting is preferred

 A staunch belief in the guiding principles of the Office of School Improvement is essential:

• We believe in the promise of our students even when they cannot see it in themselves
• We believe that schools can adopt a holistic approach to education designed to foster strong interpersonal relations, fulfill individual hopes, actualize individualized goals, raise standardized test scores, and increase students' life opportunities.
• We believe that well-organized schools, highly-skilled and strongly committed educators, and engaged students can overcome poverty-driven deficits.