The Upper School Math teacher provides a positive, caring environment conducive for the development of student skills in the theory and application of mathematics concepts.
The US Math teacher also promotes the development of attitudes and dispositions reflected in our learner profile, and supports the learning of students across all developmental areas. As a positive role model, the US Math teacher sets an example of high moral, ethical, and professional standards and works towards achieving the school’s mission and goals as well as upholds the policies and procedures of GIA School. The US Math teacher will communicate on a professional level with all GIA stakeholders and maintain appropriate collegial relationships with the faculty, staff, and administration.
Reports to: Upper School Principal
BA degree or higher and valid teaching certification
Excellent communication skills, able to engage students and adults alike
Technology literate and able to integrate technology into the work done by students
Minimum of two years relevant teaching experience
General Job Description:
A. The teacher will offer a comprehensive, standards-based Grades 9-12 Education program that promotes the development of key learning skills for mathematics in a safe learning-focused environment. The teacher will assess and report the development of these skills utilizing standardized based reports appropriate for this age level.
B. The teacher will assist students in developing the skills for goal setting, self assessment on learner objectives, evaluative portfolio and student-led conference preparation.
C. The teacher will develop learning groups and pairings in advance to set up beneficial learning situations to develop skills for cooperation and collaboration.
D. The teacher will ensure a safe environment is provided.
E. The teacher will support the After School Activities program.
F. The teacher will participate enthusiastically in special events throughout the year.
Specific Job Description:
I. Planning and Preparation
A. The teacher’s plans and practice will reflect a solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that age level and subject area.
B. The teacher will actively seek knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attain this knowledge for groups of students.
C. Instructional outcomes will be stated as goals reflecting high-level learning and curriculum standards. They will be suitable for all students in the class, represent different types of learning, and can be assessed. The outcomes will reflect opportunities for coordination and integration.
D. The teacher will be fully aware of the resources available through the school to enhance their own knowledge, to use in teaching, or for students who need them.
E. The teacher will coordinate knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes and suitable for groups of students. The lesson or unit will be designed with a clear structure and to engage students in significant learning. Units will be designed according to the principles of Understanding by Design and will be kept current in the online curriculum, using Atlas Rubicon.
F. The teacher’s plan for student assessment will be standards based, aligned with the instructional outcomes, use clear criteria, and will be appropriate to the needs of students. The teacher will use assessment results to plan for future instruction for groups of students.
II. The Classroom Environment
A. Classroom interactions between the teacher and students and among students will be polite and respectful, reflecting general warmth and caring, and will be appropriate to the cultural and developmental differences among groups of students.
B. The classroom culture will be characterized by high expectations for all students and genuine commitment to the subject by both teacher and students, with students demonstrating pride in their work.
C. Classroom routines and procedures for transitions, handling of supplies, and non-instructional duties will be well organized and occur smoothly to avoid the loss of instructional time.
D. School and class expectations for behavior will be clear to students, and the teacher will monitor student behavior fairly against those expectations. The teacher’s response to student behavior will be appropriate, respect the students’ dignity and promote learning and growth.
E. The classroom will be safe, and learning will be accessible to all students; the teacher will ensure that the physical arrangement is appropriate to the learning activities. The teacher will make effective use of physical resources, including technology.
III. Classroom Instruction
A. Expectations for learning, directions and procedures, and explanations of content will be clear to students. Communications will be appropriate for students’ cultures and levels of development.
B. The teacher will use effective questioning techniques to elicit thoughtful responses, and the teacher will allow sufficient time for students to answer. All students will be encouraged to participate in the discussion, with the teacher stepping aside when appropriate.
C. Activities and assignments, materials, and groupings of students will be fully appropriate for the instructional outcomes and students’ cultures and levels of understanding. All students will be engaged in work of a high level of rigor. The lesson’s structure will be coherent, with appropriate pace. Technology will be infused throughout the curriculum to enhance student learning.
D. Assessment will be regularly used in instruction, through self-assessment by students, monitoring of progress of learning by the teacher and/or students, and high-quality feedback to students. Students will be fully aware of the assessment criteria used to evaluate their work.
E. The teacher will promote the successful learning of all students, making adjustments as needed to instruction plans and accommodating student questions, needs, and interests.
F. The teacher will develop an appropriate portfolio for students’ work.
IV. Professional Responsibilities
A. Reflecting on Teaching: The teacher will provide accurate and objective descriptions of lessons, citing specific evidence. The teacher will make some specific suggestions as to how the lessons might be improved.
B. The teacher’s systems for maintaining both instructional and non-instructional records will be accurate, efficient, and effective.
C. The teacher will communicate frequently with families and successfully engage them in the instructional program. Information to families about individual students will be conveyed in a culturally appropriate manner.
D. The teacher will participate actively in the professional learning community and in school events and projects, and maintain positive and productive relationships with colleagues.
E. The teacher will seek out opportunities for professional development based on an individual assessment of need and actively share expertise with others. The teacher will welcome feedback from supervisors and colleagues.
F. The teacher will display a high level of ethics and professionalism in dealings with both students and their families and with colleagues, complying fully and voluntarily with school policies and regulations.