Secondary Math Teacher

Position Type:
Middle School Teaching/Mathematics

Date Posted:
8/3/2026

Location:
Middle School
Secondary Mathematics Teacher (6 12)

This position will be for the 2026/2027 School Year and will start on July 1, 2026.

HOPE Community Academy is an accredited, public co-educational charter school comprising primary, intermediate, middle school, and high school levels. The entire school community seeks to provide a safe and trusting learning environment where each student is valued and challenged to grow academically, socially, emotionally, and physically.

Mission:

To inspire students to achieve high academic success while embracing Hmong language and culture.

Vision:

To be a public school of excellence, with high quality staff, diverse programs, and successful students.

Culture Statement reflects who we are:

HOPE is a safe space where all feel valued, empowered, and inspired. Learning at HOPE promotes cultural appreciation, character, and lifelong growth. Our scholars leave ready to lead with purpose and contribute to their community.

HOPE's Values:

High-Impact; Scholar-Focused; Sense of Belonging; Leadership; and Joyful Excellence.

Our work for the next two years is illustrated in our 2026 2028 Strategic Plan focused on four priorities - Radical Growth, Stabilizing Operational Systems, Being Data-Centered, and Building Community Impact. All employees are expected to operate with high impact to continue improving the experiences of HOPE's community.

POSITION DETAILS

Position Title: Secondary Mathematics Teacher (6 12)

Salary Range: $44,150.00 - $58,000.00

Reports To: Educational Leader - Secondary


Status: Exempt, Full-Time | 40+ hours a week

Contract Type: 10 month ABOUT THIS ROLE

At HOPE, we believe that mathematics is not a gatekeeper - it is a gateway. For too long, math has been the subject where scholars are sorted into "can" and "cannot," where confidence is lost before it is ever built, and where the scholars who need the most support receive the least engaging instruction. At HOPE, we refuse to accept that narrative. Every scholar who walks into a math classroom at HOPE deserves a teacher who believes they can learn, who makes the work accessible without lowering the bar, and who helps them see that mathematical thinking is not just a school skill - it is a life skill that opens doors they may not even know exist.

The Secondary Mathematics Teacher at HOPE is a rigorous, relationship-driven educator who brings mathematics to life for scholars in grades 6 12. This teacher designs and delivers standards-aligned instruction that builds conceptual understanding, procedural fluency, and the ability to apply mathematical reasoning to real-world problems. But this role goes beyond teaching procedures - it is about helping scholars develop a mathematical identity. The best math teachers at HOPE help scholars see themselves as mathematical thinkers, build their confidence through productive struggle, and create a classroom culture where mistakes are valued as a natural and essential part of the learning process.

HOPE's 2026 2028 Strategic Plan identifies secondary math as a critical priority area. The school is investing in building a standards-aligned math curriculum from the ground up - beginning with the work of the Curriculum Specialist, who will focus exclusively on secondary math scope and sequence, pacing, and unit development in Year One. The Secondary Math Teacher will be a key partner in that work, collaborating with the Curriculum Specialist and the Secondary Instructional Coach to implement, test, and refine a curriculum that is built for HOPE's scholars, aligned to Minnesota standards, and designed to drive meaningful growth on the MCAs and FASTBridge.

This role is central to HOPE's Radical Growth and Data-Centered strategic priorities - because math proficiency is one of the strongest predictors of post-secondary success, and our scholars deserve an education that prepares them to compete, contribute, and lead in any arena they choose. The ideal Secondary Math Teacher leads with high expectations paired with deep patience, uses data to drive every instructional decision, and believes fiercely that every scholar in their classroom is a mathematician - they just may not know it yet.

PRIMARY DUTIES

Standards-Based Mathematics Instruction.

Plan and deliver rigorous, engaging, standards-aligned mathematics instruction for scholars in grades 6 12. Teach across the domains of the Minnesota math standards including number systems, ratios and proportional relationships, expressions and equations, functions, geometry, statistics and probability, and modeling. Develop lesson plans, unit plans, and long-range instructional sequences grounded in Minnesota math standards and aligned to HOPE's adopted curricula. Ensure instruction builds both conceptual understanding and procedural fluency, with an emphasis on mathematical reasoning and problem-solving.

Conceptual Understanding & Mathematical Reasoning.

Prioritize deep conceptual understanding over rote memorization. Teach scholars to think mathematically - to reason, justify, model, and make connections across mathematical concepts. Use multiple representations including visual models, manipulatives, number lines, graphs, and real-world contexts to make abstract concepts accessible and meaningful. Design tasks that require scholars to explain their thinking, defend their reasoning, and engage in productive mathematical discourse with their peers.

Differentiated Instruction & Support for All Learners.

Design and deliver differentiated math instruction that meets the diverse needs of all scholars, including English Learners at varying proficiency levels, scholars with IEPs, scholars with math anxiety, and scholars performing above or below grade level. Use flexible grouping, scaffolds, sentence frames for mathematical language, visual supports, and culturally responsive strategies to ensure every scholar can access grade-level mathematics. Partner with the ML Coordinator, SPED Coordinator, Interventionist, and Instructional Coach to support the full range of learners. Recognize that many scholars arrive with negative math identities and work intentionally to rebuild their confidence and relationship with the subject.

Data-Driven Instruction & Assessment.

Use a variety of formative and summative assessments - including FASTBridge, MCA results, classroom-based assessments, and EDUClimber - to monitor scholar progress, identify areas of need, and adjust instruction accordingly. Participate in school-wide data review cycles and department-level data conversations. Use data to set meaningful, achievable goals for scholars at the individual and class level. Work with scholars to understand their own math progress and take ownership of their growth.

Curriculum Partnership & Implementation.

Serve as a key collaborative partner with the Curriculum Specialist, who will be focused on building HOPE's secondary math scope and sequence, pacing guides, and standards-based unit plans in Year One. Implement the emerging curriculum with fidelity, provide feedback on what is working and what needs adjustment, and contribute instructional expertise to the curriculum development process. Support the faithful and effective implementation of HOPE's adopted math curricula and resources.

Scholar Goal-Setting & Mathematical Identity.

Partner with scholars to set individualized math goals, track their own progress, and develop a positive mathematical identity. Help scholars see themselves as capable, confident mathematical thinkers - not just students trying to get the right answer. Communicate the importance of math milestones in age-appropriate ways and celebrate growth at every level. Identify scholars who are on the verge of proficiency and collaborate with the Interventionist and academic leadership to provide targeted, timely support.

Productive Struggle & Growth Mindset.

Create a classroom culture where productive struggle is expected, valued, and supported. Help scholars understand that confusion and challenge are not signs of failure - they are signs of learning. Model perseverance, normalize mistakes, and teach scholars to use errors as opportunities for deeper understanding. Challenge deficit thinking about who can and cannot do math, and hold the expectation that every scholar in the room is capable of rigorous mathematical thinking.

Culturally Responsive Mathematics.

Create a learning environment that connects mathematics to the lived experiences, cultural contexts, and community realities of HOPE's scholars. Use real-world problems, culturally relevant contexts, and community-connected applications to make math meaningful and accessible. Ensure that the math classroom is a space where every scholar feels their identity and background are assets, not barriers, to mathematical learning.

Classroom Environment & Scholar Behavior.

Establish and maintain a safe, structured, and intellectually rigorous classroom environment with clear expectations, consistent routines, and a strong sense of community. Implement HOPE's scholar behavior and recognition model with fidelity. Use restorative practices and proactive relationship-building to address behavioral concerns before they escalate. Create a classroom where scholars feel safe to take risks, ask questions, and share their thinking without fear of judgment.

Collaboration & Professional Community.

Participate actively in the secondary math department, professional learning communities, staff meetings, and professional development sessions. Collaborate with colleagues to plan instruction, analyze data, align curriculum, and problem-solve around scholar needs. Engage in coaching cycles with the Secondary Instructional Coach with openness, vulnerability, and a genuine commitment to continuous professional growth. Partner with the Curriculum Specialist on scope and sequence implementation and feedback.

Family Engagement & Communication.

Build strong, trusting relationships with the families of scholars through regular, proactive, and two-way communication. Share academic progress, celebrate growth in mathematics, and partner with families to support math learning at home and at school. Participate in family engagement events, parent-teacher conferences, and school-wide community activities as a visible and engaged member of the HOPE family.

Professional Responsibilities & School Community Involvement.

Fulfill all professional responsibilities including timely lesson planning, accurate grading, attendance and data documentation, and participation in school-wide events and initiatives. Contribute to a positive, collaborative, and joyful school culture where staff, scholars, and families all feel welcomed, valued, and proud to be part of the HOPE community. Each staff member will participate in at least three or more school events throughout the school year.

REQUIREMENTS

• Bachelor's degree in Mathematics, Mathematics Education, or a related field required.
• Valid Minnesota teaching license in Mathematics (5 12) required, or eligibility to obtain licensure prior to start date.
• Minimum of two (2) years of classroom teaching experience in secondary mathematics preferred; student teaching experience will be considered for exceptional candidates.
• Strong content knowledge in secondary mathematics including pre-algebra, algebra, geometry, and statistics; ability to teach across multiple math courses preferred.
• Deep knowledge of research-based mathematics instructional practices, including conceptual teaching, mathematical discourse, productive struggle, and formative assessment.
• Experience with or willingness to be trained in HOPE's adopted math curricula and instructional resources.
• Proficiency in using student assessment data - including FASTBridge, MCA, and classroom-based assessments - to drive instructional decisions and scholar goal-setting.
• Experience designing and delivering differentiated instruction for diverse student populations, including multilingual learners at varying English proficiency levels and scholars with IEPs.
• Ability to build positive mathematical identities in scholars who may have experienced math anxiety, failure, or deficit-based instruction in the past.
• Strong classroom management skills and ability to create a structured, intellectually demanding, and inclusive learning environment with high expectations for all scholars.
• Genuine commitment to building strong family relationships and engaging families as partners in scholar success.
• Demonstrated ability to collaborate effectively with colleagues, instructional coaches, curriculum specialists, and school leaders.
• Experience working with or in Hmong and/or other diverse communities is strongly preferred; proficiency in Hmong is a significant asset.
• Deep commitment to educational equity, culturally responsive pedagogy, and HOPE's mission and strategic priorities.
• Ability to interact effectively with scholars, families, and staff of diverse ethnic, cultural, and socioeconomic backgrounds.

WORK ENVIRONMENT

Duties are primarily performed in a secondary classroom and school building environment. The school building is a multi-level building that has an elevator and is accessible. This role requires consistent daily presence in the classroom and active participation in the broader school community. The math classroom is an intellectually demanding environment that requires the ability to facilitate complex problem-solving, manage multiple class sections and course levels, and engage adolescent scholars who may arrive with a wide range of mathematical readiness and confidence. Some evening hours are required for family engagement events, parent-teacher conferences, professional development, and school-wide activities throughout the year.