MATHEMATICS TEACHER

Helen Y. Davis Leadership Academy Charter Public School ( learn more )

Boston, Massachusetts ( map )

Job Details

  • Job ID: 3250517
  • Application Deadline: Posted until Filled
  • Posted : March 20, 2020
  • Starting Date: August 8, 2020

Job Description

Job Details

Title: Mathematics Teacher

Description: Helen Y. Davis Leadership Academy Charter Public School “the Academy” is a standalone middle school that serves grades 6-8 in the Dorchester neighborhood of Boston. The Academy embodies the traditions and values of an Historically Black College and University (HBCU). Our school values are founded in a belief that the most impactful way to close the achievement gap is through great teaching, high expectations for all students, and a curriculum that is rigorous and cultural-based, to reflect the students and families that we serve. We believe that our student’s academic achievements are bolstered when provided the opportunity to participate in meaningful enrichment programming in the arts and athletics. The Academy’s core values are personal excellence, intellectual curiosity, integrity, compassion, respect, and community citizenship. Successful candidates possess a passion for teaching, a sense of urgency in closing the achievement gap, and an understanding of current and ongoing social and ethical dynamics as it pertains to populations of young people whose communities have historically been underserved and marginalized by the educational system. In addition to traditional teacher responsibilities, all teachers at the Academy are expected to adhere to an extended school day schedule, as well as extended school year calendar.

Mission: Our mission is to develop high achieving students of good character who use problem solving, communication, and interpersonal skills to inspire others and to catalyze educational, economic, and political advancement within their communities and the broader nation.

Reports to: Principal

Responsibilities:

  • Teach Mathematics in an SEI setting in grades 6-8
  • Teach the content and skills in mathematics to secondary students using standards-based curriculum guidelines from the Department of Elementary and Secondary Education that correlates with appropriate learning activities and the Academy standards.
  • Adapts the Academy’s curriculum materials and methods to develop relevant sequential assignments that guide and challenge students.
Core Competencies: Using the Massachusetts Department of Elementary and Secondary Education’s Model System for Educator Evaluation, the Academy has identified priority skills and abilities that all teachers should possess:

Standard I: Curriculum, Planning, and Assessment

(I-A-1. Subject Matter Knowledge, I-A-3. Well-Structured Units and Lessons, I-B-2 Adjustments to Practice)

  • Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and subject-specific skills and vocabulary, such that they are able to make and assess evidence-based claims and arguments.
  • Adapts as needed and implements standard-based units comprised of well-structured lessons with challenging tasks and measurable outcomes; appropriate student engagement strategies, pacing, sequence, resource, and grouping; purposeful questioning; and strategic use of technology and digital media; such that students are able to learn the knowledge and skills defined in state standards/local curricula.
  • Analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement differentiated interventions for students.
Standard II: Teaching All Students

(II-A-1. Quality of Effort and Work, II-A-3. Meeting Diverse Needs, II-B-1. Safe Learning Environment, II-C. Student Learning Indicator, II-E-1. High Expectations)

  • Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it; often provides exemplars, rubrics, and guided practice.
  • Uses appropriate inclusive practices, such as tiered supports and scaffolded instruction, to accommodate differences in students’ learning needs, abilities, interests, and levels of readiness, including those of academically advanced students, students with disabilities, and English learners.
  • Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
  • Demonstrates expected impact on student learning based on multiple measures of student learning, growth, and achievement. For teachers who are responsible for direct instruction, these measures must include student progress on common assessments and, where available, statewide student growth measures.
  • Clearly communicates high standards for student work, effort, and behavior, and consistently reinforces the expectation that all students can meet these standards through effective effort, rather than innate ability.
Standard III: Family and Community Engagement

(III-A-1. Family Engagement, III-C-1. Culturally Proficient Communication)

  • Uses a variety of culturally responsive practices and communication strategies to support every family to participate actively and appropriately in the classroom and/or school community.
  • Regularly communicates with families about student learning and performance, and invites and responds promptly to communications from families while demonstrating understanding of and respect for different home languages, cultures, and values.
Standard IV: Professional Culture

(IV-E-1. Shared Responsibility, IV-F-2. Reliability and Responsibility)

  • Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs.
  • Consistently fulfills all professional responsibilities; is punctual and reliable; and adheres to district attendance policies.
Qualifications – Required:

  1. Education: Hold a Bachelor’s degree.
  2. Hold a valid Massachusetts Teaching License in English at the appropriate level and hold an SEI endorsement or dual certification in English as a Second Language.
  3. Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.
  4. Ability to meet the Standards of Effective Teaching established by the Academy as outlined above.
  5. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
Qualifications – Preferred:

  1. Experience teaching in urban schools.
  2. Degree in Mathematics.
  3. Degree in Education or relevant content field.
  4. The Academy values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. The Academy is particularly interested in candidates who are fluent in one of the following languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, and Somali.
  5. In order to best serve all students, the Academy prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).
Equal Opportunity Employer
Helen Y. Davis Leadership Academy Charter Public School is committed to the equal treatment of all individuals. We do not discriminate on the basis of race, color, sex, sexual orientation, gender identity, age, national origin, physical or mental disability, religion, veteran status, homelessness or any other class of individuals protected from discrimination under state or federal law in any aspect of enrollment, student activities or employment.

Salary Range: 1.0 FTE

Location: Dorchester, Massachusetts
  • Position Type: Full-time
  • Positions Available: 1
  • Job Categories : Classroom Teacher > Middle Grades
    Classroom Teacher > Math: General
  • Equal Opportunity Employer

    0

    Job Requirements

    • Bachelor degree preferred
    • Citizenship, residency or work visa required

    Contact Information

    • Arturo Forrest, Princpal
    • 23 Leonard St
    • Boston, Massachusetts 02122

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