Mathematics Coach P-12 (SSRCE)

The South Shore Regional Centre for Education (SSRCE) practices the culturally responsive pedagogy approach in providing an inclusive, diverse, equitable, safe and healthy education that supports learning and success both personally and academically to the 59,000 residents of Lunenburg and Queens Counties, an area of 5,250 square kilometres and a total of 23 schools.

Regional Centres for Education have Employment Equity Policies and/or processes and we actively encourage applications from under-represented groups, particularly people of African Nova Scotian, African Canadian and African ancestry and Mi’kmaw/Indigenous ancestry. Please ensure you complete the self-identification portion on the position application.

Position:         Mathematics Coach 

Reports to:     Coordinator of Programs - Mathematics

Employee Group:      NSTU

The overall purpose of the position is to enhance instructional effectiveness and positively impact student learning, achievement, and well-being across the P-12 system. The coach is responsible for providing student‑focused, collaborative support to teachers through classroom and virtual (synchronous and asynchronous) coaching. The coach strengthens instructional practice by engaging teachers in reflective dialogue, modeling high-leverage practices, and using student evidence to inform instructional decision-making.

Qualifications:

● Master’s degree/Certificate/Diploma (completed or in-progress) in Mathematics, or previous experience as a Mathematics Coach or Mathematics Intervention Teacher

● Leadership experience with mathematics initiatives at the school, region and/or provincial level(s).

● 5+ years of recent P–12 teaching experience, specializing in mathematics instruction and Multi-Tiered System of Supports (MTSS). Expertise in administering and analyzing mathematics assessments and using data to inform evidence-based, responsive instructional practices and interventions.

● Demonstrated record of effective classroom practice.

● Master’s Degree in Leadership, Assessment, Curriculum, Technology, or Inclusive Ed. would be considered an asset.

● The ability to coach in a French Second Language environment would be considered an asset.

Key Responsibilities

1. Professional Collaboration & Collective Efficacy

1. Engage in structured, purposeful collaboration with teachers, regional teams, system partners, and EECD to improve student achievement.
2. Build trust and collegial relationships with teachers that result in increased ownership of student learning.
3. Facilitate reflective conversations to deepen understanding of curricular expectations and co‑create instructional goals.
4. Enhance professional learning communities at both school and regional levels, including supporting Student Success Plans (SSPs).
5. Coach, model, and provide professional learning in evidence-based mathematics practices that support number sense development and fluency, problem-solving, reasoning, communication, connections, and conceptual understanding through high-quality Tier 1 instruction.
6. Collaborate with teachers to design, co-teach, and refine mathematics lessons integrating number routines, mental math, and the 3-Part Lesson.
7. Provide high-quality resources, such as lesson frameworks, rich tasks, anchor charts, and assessment exemplars aligned with curriculum outcomes.

2. Classroom‑Embedded Coaching & Collaboration

1. Work directly in classrooms with teachers to strengthen instructional design and pedagogy through co‑planning, co‑assessing, co‑teaching, and modeling effective instructional practice.
2. Support responsive instruction that addresses the needs of all learners.
3. Model evidence‑informed instructional practices aligned with Tier 1 instruction.
4. Ensure strong Tier 1 instruction aligned with the MTSS framework, while supporting planning for Tier 2 and Tier 3 interventions.
5. Align expectations and curricular outcomes across school and grade levels through both horizontal and vertical planning.
6. Maintain knowledge of the Nova Scotia Teaching Standards and stay current with research and evidence-based practices in mathematics teaching, learning, and assessment.

3. Assessment, Data, & Intervention

1. Utilize provincial, regional, and school‑based data to inform coaching priorities.
2. Support teachers in using assessment evidence to guide instructional planning and next steps.
3. Support the use of data to identify and respond to student learning needs within Tier 1 instruction.
4. Guide teachers in using common mathematics assessments and short-cycle data to inform instruction and intervention.
5. Facilitate Collaborative Learning Team (CLT) discussions centered on student work, assessment evidence, and instructional responses.
6. Help educators identify student strengths and gaps using data to plan responsive, targeted instruction.

4. Virtual Coaching & Collaboration

1. Mentor teachers through virtual platforms using effective pedagogies and high‑leverage practices.
2. Collaborate with teachers online to analyze student evidence and refine instructional strategies.
3. Use Resource Hub analytics to monitor engagement and inform coaching supports.

5. Professional Learning Design

1. Design and facilitate professional development aligned with provincial and regional instructional priorities.
2. Lead, revise, and develop shared, system-wide mathematics assessments and instructional resources.
3. Integrate technology skills into the classroom and professional environments to enhance learning.

6. Contacts

1. Collaborate with teachers, administrators, school‑based teams, regional teams, and EECD partners to align coaching efforts with student learning priorities.

7. Innovation

1. Design and adapt instructional coaching approaches and contribute to the continuous improvement of the provincial asynchronous Resource Hub.
2. Leverage emerging digital tools and resources to enhance teaching and learning effectiveness.

● Perform other related duties as required to support the school and region.

Only shortlisted applicants will be contacted.

SECURITY CHECKS:

The South Shore Regional Centre for Education requires that all newly hired employees provide a satisfactory Child Abuse Register Check and Criminal Record / Vulnerable Sector Checks. If you have current checks that are less than 3 months old you can attach these checks to your application / resume.

To apply, please complete the online application and attach a current resume, along with 3 professional references. (Please note: Failure to include references may cause delay in processing your application.)

We thank you for your interest in the posted vacancy.