9-12 Math Teacher (2018-19)
- Job Type
West Charlotte IB High School has an innovative way of doing things that lays the groundwork for a culture of excellence in education. We turn positive results into lasting change for our scholars. West Charlotte possesses a rich history, has a strong focus on academic excellence, and offers a myriad of opportunities for both scholars and educators.
At West Charlotte, we are building a team of passionate educators to provide our high school scholars with access to a quality secondary education. If you believe in providing equitable access to high-quality education for ALL students, West Charlotte is the place for you!
West Charlotte IB High School is a part of a highly-supported learning community within the Charlotte-Mecklenburg School System, called Project L.I.F.T., that is focused on empowering our teachers and student to reach new levels of success. Project L.I.F.T. wants to transform the way students who traditionally perform poorly in school are educated. We take a unique approach to teaching and learning that includes bold, innovative strategies to train and reward mission-aligned teachers. We provide the support for educators to boost their teaching effectiveness in the classroom and beyond while providing the wrap-around services necessary for students to thrive.
Summary of Role
The 9-12 Math Teacher would be responsible for preparing scholars for the future while also developing a love of learning in the students.
- Possible courses include: Pre-Calculus, AP Calculus, and Advanced Functions and Modeling.
- Create a positive school climate by promoting a safe learning environment free of bullying and harassing behaviors.
- Collaborate with team members, such as other teachers, digital lab monitors, tutors, assistant teachers, personal coaches and school administration to help students excel inside and outside of the classroom
Planning and Preparation
- Set high expectations of achievement that are ambitious and measurable for students
- Plan backward to align all lessons, activities, and assessments
- Determine how students spend instructional time (e.g., with digital software for knowledge and skill acquisition, large and small groups with teacher, project-based learning, individual interventions with tutors or assistant teachers, etc.)
- Design in-person instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students)
- Design assessments that accurately assess student progress and/or incorporate digital assessments
- 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, and rapport
- 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 influence techniques
- Incorporate questioning and discussion in student learning
- Incorporate small-group and individual instruction to personalize and tailor instruction to individual needs
- Monitor and analyze student data from assessments to inform enriched instruction by teacher, follow-up tutoring by tutor(s) or assistant teacher(s), and changes in digital instruction
- Provide paraprofessional(s) with student groupings and specific instructional assignments for follow-up tutoring
- Communicate with students and keep them informed of their progress
- Solicit and eagerly receive feedback from supervisor and team members to improve professional skills
- 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
- Collaborate with other teachers, tutors, assistant teacher(s) and lab monitor(s) to analyze student data, group students, teach and assign interventions
- Participate in professional development opportunities at school
- Bachelor’s degree
- Knowledge of subject matter being taught
- Appropriate NC licensure for subject and grade level
- Minimum one to two years teaching experience
- Critical competencies:
- Achievement – the drive and actions to set challenging goals and reach a high standard of performance despite barriers
- Impact and Influence – acting with the purpose of influencing what other people think and do
- Initiative and Persistence – the ability and actions to do more than is expected or required in order to accomplish a challenging task
- Teamwork – the ability and actions needed to work with others to achieve shared goals
- Belief in Learning Potential – a belief that all students, regardless of circumstances, can learn at levels higher than their current achievement indicates
- Coachability – the ability to receive feedback positively and implement a change in practice effectively
- Full-time teaching position
- Core subject teacher teaches multiple classes in alternating time blocks through the day
- Core subject teacher has built-in planning and collaboration times to complete administrative tasks, analyze data, and plan instruction
- Salary based on district pay scale, plus benefits.
Reports to: Principal or Multi-Classroom Leader
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