Middle School Faculty - Math

Position Purpose This full-time position teaches Middle School math in an environment that values collaboration and differentiated instruction and either one extra advisory period or one elective. As a member of the math vertical team, the teacher will be responsible for collaborating with peers on curriculum and instruction, as well as on the progression of Middle School students’ math skills utilizing the Big Ideas math curriculum. The teacher may also serve as a Middle School advisor to a group of students. The advisor attends chapel with students, acts as their mentor, and provides organizational assistance and instruction of social and emotional learning lessons during an advisory period. The advisor works with the grade‑level teaching team to plan, develop, and facilitate appropriate skills, conversations, and team‑building activities for the grade. The advisor communicates regularly and as needed with parents and other teachers, conducts advisory meetings and discussion groups, and prepares for and participates in parent/student/advisor conferences. Key Accountabilities Teach students to individually and cooperatively visualize, discuss, and demonstrate mathematical concepts to extend their problem‑solving skills and techniques. Cultivate culturally competent math classrooms by establishing and maintaining a respectful and conscientious environment. Collaborate with grade‑level and vertical team members to ensure math curriculum continuity between Lower and Middle School and as students progress through Middle School. The vertical team monitors and advances the quality of the overall program and the progress and success of students. Maintain curriculum documentation in accordance with Middle School division requirements. Understand and meet the developmental and academic needs of Middle School students of varying academic, social and emotional abilities. Differentiate instruction to meet individual student needs. For students with diagnosed learning differences, adapt instructional strategies to accommodate the needs of students according to the accommodations outlined on Student Support Plans. Provide feedback to students and parents using a variety of tools including progress and grade reports, in‑person and video conferences, phone calls, emails, and one‑on‑one meetings. The teacher is expected to write thoughtful, meaningful, and well‑articulated comments that reflect students’ progress and give specific direction for growth. Maintain daily lesson plans and effectively use the Student Information System, Learning Management System, and various other online tools. The teacher is expected to electronically record attendance, gradebooks, and reports. Attend and contribute to regular grade‑level, vertical, divisional, and all‑employee meetings. Fulfill other duties as assigned, such as lunch, recess, study hall, and/or carpool duty. Participate fully in the School community through club sponsorship, coaching, event attendance, or by other means. Adapt curriculum and instructional modalities as necessary based on whether learning is taking place on campus, at home, or in a hybrid/blended environment. Demonstrate technical proficiency and the ability to plan, organize, teach, and communicate in person, to a blended in‑person/online class, and in synchronous and asynchronous online environments. Assist with the planning of and participate in grade‑level day and overnight trips. Collaboration and Teamwork The Middle School math teacher prepares students for the self‑advocacy, stamina, and rigor required in eighth grade algebra and subsequently in high school. The teacher helps students continue to develop effective habits, skills, and attitudes in the completion of their academic work. The teacher must: Model the St. John’s Code of respect, responsibility, honesty, and care. Embrace the School’s Episcopal identity, ethos, and commitment to respecting the dignity of each individual. Collaborate with colleagues on the development of curriculum and in the practice of instructional strategies. Leverage the knowledge, skills, and abilities of the Student Formation Team in support of students’ academic, social, and emotional needs. Growth Mindset Demonstrate commitment to personal and professional growth. Able to meaningfully receive, reflect on, and apply feedback to one’s professional growth. Pursue growth in relevant technology skills. Network with peers at other local and national independent and Episcopal schools. Attend conferences and professional meetings to remain current with math curriculum, instructional strategies, culturally responsive instruction, and social and emotional learning. Qualifications and Attributes A bachelor’s degree in mathematics, education, or a quantitative field is required; an advanced degree preferred. Minimum of three years of experience teaching math, to middle school students preferred. Ability to design and deliver lessons in hybrid/blended and online learning environments. Demonstrate clarity in verbal and written communication. Demonstrate strong listening skills. Must meet minimum technology proficiency standards, including the ability to work in online Student Information and Learning Management Systems, to schedule and conduct classes via Microsoft Teams and Zoom, and to use the Microsoft 365 suite. Physical Requirements Ability to lift approximately 30 lbs. Ability to work for extended periods of time, including weeknights and weekends when required. Ability to work with children and adults in indoor and outdoor settings. Ability to work in on‑campus, home, day trip and overnight trip settings. #J-18808-Ljbffr Stjohnsschool