Science Teacher, grades 6-7

Job Description Job Title: Science Teacher – Grades 6–7 Supervisor: Principal Start Date: On or around August 15, 2026 – June 30, 2027 Hours: School hours; arrival and departure times to be discussed with the Hiring Manager. Compensation: Codman Academy Charter Public School follows a compensation scale based on years of direct experience: 1 year experience starts at $62,000, with 16 years direct experience starting at $121,504 annually. The Science Teacher is responsible for planning, organizing, and implementing an instructional program that guides and encourages students to meet and exceed standards for the grade level/course. Responsibilities Planning and Preparation for Learning Knowledge – Demonstrates subject area expertise and a cutting‑edge grasp of child development and how students learn. Standards – Develops a game plan tightly aligned with state standards and assessments. Units – Plans all expeditions backwards, aligned with high standards, state assessments and all Bloom’s levels; documents and shares all lessons with the supervisor at least two weeks in advance. Assessments – Plans diagnostic, formative, and summative assessments to monitor student learning. Anticipation – Anticipates students’ misconceptions and develops multiple strategies to overcome them. Lessons – Designs lessons with clear, measurable goals aligned with standards and expedition outcomes. Engagement – Designs highly relevant lessons that motivate all students and engage them in active learning. Materials – Uses an effective mix of high‑quality, multicultural learning materials and technology. Differentiation – Breaks down complex tasks and addresses all learning needs, styles, and interests. Environment – Uses room arrangement, materials, and displays to maximize learning of all material, focusing on learning targets and student work. Classroom Management Expectations – Direct, specific, consistent, and tenacious in communicating and enforcing high expectations. Relationships – Shows warmth, caring, respect, and fairness for all students and builds strong relationships. Respect – Wins all students’ respect and creates a climate in which disruption of learning is unthinkable. Social‑emotional – Implements a program that develops positive interactions and social‑emotional skills. Routines – Inculcates class routines up front so that students maintain them throughout the year. Responsibility – Develops students’ self‑discipline, self‑confidence, and a sense of responsibility. Repertoire – Employs a highly effective discipline repertoire to capture and hold students’ attention. Efficiency – Uses coherence, momentum, and transitions so every minute of classroom time produces learning. Prevention – Is alert, poised, dynamic, and self‑assured, nipping virtually all discipline problems in the bud. Incentives – Gets students to buy into a highly effective system of incentives linked to intrinsic rewards. Delivery of Instruction Expectations – Exudes high expectations and convinces all students they will master the material. Mindset – Actively inculcates a growth mindset: take risks, learn from mistakes, and achieve at high levels. Goals – Shows students exactly what’s expected by posting learning targets, essential questions, rubrics, and exemplars. Connections – Hooks all students’ interest and makes connections into prior knowledge, experience, and reading. Clarity – Presents material clearly and explicitly, with well‑chosen examples and vivid language. Repertoire – Orchestrates strategies, materials, and groupings to involve and motivate all students. Engagement – Engages all students in focused work where they are active learners and problem solvers. Differentiation – Reaches all students by skillfully differentiating and scaffolding. Nimbleness – Adapts lessons and units to exploit teachable moments and correct misunderstandings. Application – Consistently has all students summarize and internalize what they learn and apply it to real life. Monitoring, Assessment and Follow‑Up Criteria – Posts and reviews clear criteria for proficient work, including rubrics and exemplars. Diagnosis – Gives students a well‑constructed diagnostic assessment up front and uses the information to fine‑tune instruction. On‑the‑Spot – Continuously uses effective methods to check for understanding, immediately unscrambles confusion, and clarifies. Self‑Assessment – Sets ambitious goals with students, continually self‑assesses, and takes responsibility for improvement. Recognition – Frequently posts students’ work with rubrics and commentary to celebrate progress. Interims – Works with colleagues to use interim assessment data, fine‑tune teaching, re‑teach, and help struggling students. Tenacity – Relentlessly follows up with struggling students with personal attention so they all reach proficiency. Support – Ensures students who need specialized diagnosis and help receive appropriate services immediately. Analysis – Works with colleagues to analyze chart data, draw action conclusions, and leverage student growth. Reflection – Constantly reflects on what worked and what didn’t to continuously improve instruction. Family and Community Outreach Respect – Shows sensitivity and respect for family and community culture, values, and beliefs. Belief – Shows each parent/guardian an in‑depth knowledge of their child and a strong belief they will meet or exceed standards. Expectations – Gives parents/guardians clear, user‑friendly learning and behavior expectations and exemplars of proficient work. Communication – Ensures parents/guardians hear positive news first and flags any problems immediately. Involving – Frequently involves parents/guardians in supporting and enriching the curriculum as it unfolds. Assignments – Assigns engaging assignments, obtains close to 100% return, and provides rich feedback. Responsiveness – Deals immediately and successfully with parent/guardian concerns and makes them feel welcome at any time. Reporting – In conferences, report cards, and informal talks, gives detailed feedback on children’s progress. Outreach – Contacts and works with all parent/guardians, including those who are hard to reach. Resources – Enlists classroom volunteers and extra resources from homes and the community to enrich the curriculum. Professional Responsibilities Attendance & Punctuality – Maintains perfect or near‑perfect attendance and punctuality. Language – Communicates and writes appropriately, succinctly, and eloquently in professional contexts. Reliability – Carries out assignments conscientiously and punctually, keeps meticulous records, and is never late. Professionalism – Presents as a consummate professional and observes appropriate boundaries. Judgment – Is ethical, honest, and forthright, using impeccable judgment and respecting confidentiality. Above‑and‑beyond – Freely participates in teacher teams and committees and frequently attends after‑school activities. Leadership – Contributes valuable ideas and expertise, instilling in others a desire to improve students’ results. Openness – Actively seeks feedback and suggestions, using them to improve performance. Collaboration – Meets at least weekly with colleagues to plan units, share ideas, and analyze interim assessments. Growth – Actively seeks new ideas and engages in professional development with colleagues to find what works best. Administrative Feedback – Informs administration of any concerns and seeks help and suggestions when needed. Stewardship Upholds a crew mentality, supporting each other to reach shared goals. Models and implements EL Education design principles and core practices in all roles. Advances the educational mission by participating in duties consistent with building, upholding, and promoting a strong community. Values and solicits feedback to improve performance. Additional Duties – When not engaged in core teaching responsibilities, staff share responsibility for managing and supervising daily duties, including breakfast, lunch, recess, crew, club, work block, and office hours. Schedules include 30‑minute lunch break per day, 4 hours of prep time per week (Monday‑Thursday), and 30 minutes of co‑planning time with inclusion associate per week (Fridays). Job Requirements At least 1 year of relevant experience preferred. Bachelor’s degree preferred. Citizenship, residency, or work visa required. Contact Information Michael Jackson – Human Resources & Talent Recruitment 637 Washington St. Dorchester, Massachusetts 02124 Phone: View phone number on click.appcast.io Email: View email address on click.appcast.io #J-18808-Ljbffr Young World Physical Education