1. (a) On or before June 30, 2024, the State Superintendent of Education shall develop and submit to the State Board of Education for approval, recommendations for the creation of a K-5 mathematics coach endorsement for teachers who hold a valid Alabama professional educator certificate in early childhood education, elementary education, or special education and have at least three years of teaching experience.
2. (b) The K-5 mathematics coach endorsement shall be offered only as a post baccalaureate program and may not be included within an initial educator preparation program.

3. (c) The K-5 mathematics coach endorsement preparation program described in program planning forms, catalogs, and syllabi shall require field experience and a minimum of the following four courses:

   1. (1) One course focused on grades K-2 content knowledge and pedagogical content knowledge.
   2. (2) One course focused on grades 3-5 content knowledge and pedagogical content knowledge.
   3. (3) One course focused on coaching principles.
   4. (4) One course focused on literacy in mathematics education to include analyzing student work for instructional decisions.

4. (d) The K-5 mathematics coach endorsement program shall prepare candidates who demonstrate conceptual understanding and procedural fluency regarding major concepts of mathematics appropriate for grades K-5. Candidates shall satisfy all of the following:

   1. (1) Demonstrate coaching principles including: Goals, principles, and approaches in the Alabama Coaching Framework.
   2. (2) Understand adult learning principles that support collaboration with the ultimate goal of improved student performance.
   3. (3) Possess leadership experience.
   4. (4) Understand the roles of school-based mathematics coaches.
   5. (5) Understand current research on the science of learning.
   6. (6) Be able to translate research findings into effective instruction.
   7. (7) Know what engages students in learning at various stages of growth and development.
   8. (8) Understand the developmental nature of mathematics and the interconnections among mathematical concepts.
   9. (9) Demonstrate knowledge of the phases students move through in developing fluency.
   10. (10) Demonstrate knowledge of common errors and misconceptions about the operations and how to help students learn.
   11. (11) Demonstrate knowledge of the basic structures and problem types of word problems for all operations and proper sequencing to support student understanding of the meaning of the operations.
   12. (12) Demonstrate understanding of teaching mathematics through problem solving.
   13. (13) Demonstrate understanding of algebra as an established content strand in grades K-5 that supports algebraic thinking in middle school and high school.
   14. (14) Demonstrate understanding of measurement as a continuous quantity with numerical value and its importance to the mathematically literate citizen.
   15. (15) Understand the importance of spatial sense in students and the connection to academic success in STEM fields.
   16. (16) Understand how to use a variety of mental computation techniques.
   17. (17) Model, explain, and develop a variety of computational algorithms.
   18. (18) Describe and represent mathematical relationships.
   19. (19) Practice coaching cycles.
   20. (20) Demonstrate ability to work with adults in an educational setting.
   21. (21) Demonstrate ability to work with school administrators in disaggregating data and developing strategies.
   22. (22) Demonstrate ability to effectively present complex information to and engage with various stakeholders.

5. (e) The K-5 mathematics coach endorsement program shall prepare candidates to do all of the following:

   1. (1) Have knowledge of historical developments in mathematics, including the contributions of underrepresented groups and diverse cultures.
   2. (2) Use their knowledge of student diversity to affirm and support full participation and continued study of mathematics by all students. Student diversity includes gender, ethnicity, socioeconomic background, language, special needs, and mathematical learning styles.
   3. (3) Use appropriate technology to support the learning of mathematics.
   4. (4) Use appropriate formative and summative assessment methods to assess student learning and program effectiveness.
   5. (5) Use formative assessments to monitor student learning and to adjust instructional strategies and activities.
   6. (6) Use summative assessments to determine student achievement and to evaluate the mathematics program.
   7. (7) Know when and how to use student groupings such as collaborative groups, cooperative learning, and peer teaching.
   8. (8) Use instructional strategies based on current research.
   9. (9) Work on an interdisciplinary team and in an interdisciplinary environment.
   10. (10) Participate actively in the professional learning community of mathematics educators.
   11. (11) Analyze and organize data for interpretation and application.
6. (f) Subject to legislative appropriation, the State Superintendent of Education may establish an incentive program to provide a minimum two thousand five hundred dollar ($2,500) annual stipend for any mathematics coach who has earned a K-5 mathematics coach endorsement.

(Act 2022-249, §14.)