Math Teacher

Spring Branch Independent School District Multi-Classroom Leader (Secondary) Qualifications/Skills Bachelor's degree in related field. Valid Texas Teacher Certificate or Teaching Certificate from out of state appropriate for position. Certification must meet requirements for becoming and remaining qualified for this position in a manner required by Federal and/or State Law. Spring Branch Independent School District Job Description Job Title: Multi-Classroom Leader (Secondary) Reports To: Building Principal Classification: Professional Wage/Hour Status: Exempt Days: 188 Salary: See Compensation Plan (Stipend includes up to seven (7) additional leadership days) Contract: Probationary/Term Date Revised: 11/15/2023 Primary Purpose: The multi-classroom leader (MCL) leads multiple teachers, tutors, and others to meet the district's standards of excellence. In collaboration with campus leadership, (s)he continuously supports each team member's roles and goals, determines how students spend time, and organizes teaching roles to fit each teacher's strengths, content knowledge, and professional development goals. The MCL also teaches students her/himself in most cases. The team incorporates the leader's methods and tools that have proven to be effective into instruction. The MCL organizes the team to review student progress and change instruction to ensure high-progress learning for every child. The MCL works collaboratively with the team, using the team's new ideas and innovations to improve learning. The team leader is fully accountable for learning and development of all students taught by his/her team members. Qualifications/Skills Education/Certification Bachelor's degree in related field. Valid Texas Teacher Certificate or Teaching Certificate from out of state appropriate for position. Certification must meet requirements for becoming and remaining qualified for this position in a manner required by Federal and/or State Law. Special Knowledge/Skills Knowledge of subject matter being taught. Excellent organizational, communication and interpersonal skills. Proficient in the effective use of technology. Ability to instruct students and manage their behavior. Prior evidence of high-progress student outcomes in the relevant subjects (in the top 25% compared to other teachers in a state or on national tests) or, at entry level, evidence of superior prior academic achievements, and organizing and influence skills indicating very high potential to perform at this level. Entry-level teacher works under close supervision of a high-progress teacher until similar student gains have been demonstrated. Levels: Level I MCL: lead a team of 2-4 teachers Level II MCL: lead a team of 5-6 teachers Experience Experience successfully leading and managing a team of adults to accomplish goals. Three (3) years of teaching experience required for Level I. Four plus (4+) years of teaching experience required for Level II. Major Duties and Responsibilities Planning and Preparation In collaboration with campus leadership, set high expectations of achievement that are ambitious and measurable for all students taught by team. Model methods and create instructional tools and materials that team teachers use in all classrooms. Set direction, verbally and with tools and materials, that clarify content and teaching process. Lead team to: Plan backward to align all lessons, activities, and assessments. Design instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students) according to guidelines established by Texas Education Agency, board policies and administrative regulations. Design assessments that accurately assess student progress. Develop and implement lesson plans that fulfill the requirements of district's curriculum program and show written evidence of preparation as required. Classroom Environment Lead team to: Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable. Create physical classroom environments conducive to collaborative and individual learning. Establish a culture of respect, enthusiasm, rapport, and digital citizenship. Manage student behavior in accordance with Student Code of Conduct and student handbook. Instruction Lead team to: Hold students accountable for ambitious, measurable standards of academic achievement. Identify and address individual students' social, emotional, and behavioral learning needs and barriers. Identify and address individual students' development of organizational and time-management skills. Invest students in their learning using a variety of techniques. Incorporate questioning and discussion in student learning. Incorporate small-group and individual instruction to personalize and tailor instruction to individual needs, including working cooperatively with special education teacher to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP). Incorporate age and ability appropriate technology to differentiate instruction and enhance student learning. Monitor and analyze student assessment data to inform enriched instruction by teacher. Communicate with students and parents and keep them informed of the student's progress. Professional Responsibilities Solicit and eagerly receive feedback from supervisor and team members to improve professional skills. Be a positive role model for students and support the mission and vision of school district/campus. Lead team to maintain regular communication with families, and work collaboratively with them to design learning both at home and at school, and to encourage a home life conducive to learning success. Models SBISD values through interactions with staff members, students, and families. Maintain a professional relationship with colleagues, students, parents and community members. Consistently shows initiative in resolving conflicts with team and/or individual colleagues. Organize and schedule team time to ensure alignment of instructional vision and delivery in all classrooms, and to troubleshoot students' persistent learning challenges. Determine how students spend instructional time based on instructional skills and content knowledge of teachers in team. Allocate instructional process elements (lesson planning, large-group instruction, small-group instruction, individual interventions, data analysis, grading, etc.) among team of teachers based on teacher strengths, content knowledge, and professional development goals. Allocate non-instructional administrative duties among team of teachers. Model instructional tasks to aid team development. Provide feedback to campus leadership on team's progress. Clarify and adjust team members' roles and provide feedback, developmental advice, and assignments to develop their effectiveness. Participate in and lead professional development opportunities at school. Keep informed of and comply with state, district and school regulations and policies for classroom teachers. Compile, maintain and file all physical and computerized reports, records and documents as required. Collaborate and communicate with other campus MCLs. Attend and participate in faculty meetings and serve on staff committees as required. Other Perform other duties as assigned. Continuation in position is dependent upon meeting accountability expectations. Supervisory Responsibilities Manage members of team and provide performance information to building principal, or other designee, for evaluation. Equipment Used: Computer, ACTIV Board, copy machine and audio visual machines. Working Conditions Mental Demands Maintain emotional control under stress. Work with frequent interruptions. This position requires regular in-person interaction with the public. Physical Demands Move small stacks of textbooks, media equipment, desk and other classroom equipment. Frequent standing, stooping, bending, pulling, and pushing. Spring Branch Independent School District is an Equal Opportunity Employer in compliance with Title IX and the Americans with Disabilities Act (ADA) of 1990 and does not discriminate on the basis of race, color, national origin, religion, gender, age, veteran status or disability. The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. By applying for this position, I acknowledge that I have read and understand the job description listed above. #J-18808-Ljbffr