Long-Term Substitute Math Teacher

Long-Term Sub
- Middle School Math Teacher

Title:

Long-Term Sub
- Middle School Math Teacher

Qualifications:

• Secondary/ Elementary / Middle School Math Certification Granted by the Rhode Island Department of Education
• Master's Degree and Additional Content Certification Preferred

Reports To:

Building Administrator

Job Goal:
To implement and instruct Math Curriculum at the middle school level

Performance

Qualifications:

• Demonstrates expertise in the area of mathematics education.
• To support Barrington's commitment to diversity and to foster inclusion, respect, and equity in education, the successful candidate will be expected to include people of all races, ethnicities, creeds, socioeconomic classes, gender identities, sexual orientations, and disability statuses in work activities.
• Preference will be given to candidates who are highly qualified and articulate their commitment to valuing inclusivity and diversity.

Performance Responsibilities:

• Understands the pedagogy of mathematics education standards
• Communicates high and clear expectations for students.
• Instills a growth mindset in students.
• Fosters independence and grit in all learners.
• Evidences knowledge and understanding of Deep Learning Competencies.
• Collaborates on and implements interdisciplinary lessons and instruction.
• Communicates regularly with students and parents regarding the student's academic, behavioral, social/emotional needs and progress; communicates immediately when there are urgent concerns.
• Actively participates and attends general education problem-solving teams, department teams, and common planning teams.
• Attends professional development workshops and conferences.
• Communicates regularly with Building Administrators and Curriculum Leader.
• Collects and analyzes student progress monitoring data on a regular basis to make instructional decisions.
• Assists in the collection and analysis of data at the district and building level.
• Has solid knowledge of the Rhode Island Grade Level Standards.
• Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.
• Maintain thorough records for each student.
• Attend staff development programs, curriculum development meetings, and other professional activities.
• Implement and support changes to a standards-based curriculum, instruction, assessments, school structures, that align, to the extent practicable, to Students College and career interests, 21st Century Skills and work habits needed for success in a global economy.
• Collaboratively create and implement performance tasks, formative and summative assessments aligned to the Common Core and 21st century skills as well as task validation and calibration.
• Disseminate accurate and positive information about the schools' and district's goals and initiatives in a variety of print and electronic formats.
• Support positively and actively the efficient, effective, and collaborative management of school operations to ensure learning experiences, promote positive discipline practices, and school safety practices advance the mission of the district.
• Create learning experiences (including interdisciplinary) using strong content knowledge that reflects an understanding of the nature of the communities and world in which we live.
• Create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas they teach and content and applies beyond the school setting.
• Design instruction that addresses the core skills, concepts, and ideas of the disciplines/content areas to help all students meet Rhode Island's learning standards.
• Represent and use differing viewpoints, theories, and methods of inquiry when teaching concepts and encourage students to see, question, and interpret concepts from a variety of perspectives.
• Create instructional opportunities that reflect an understanding of how children learn and develop.
• Use an understanding of students (e.g., individual interests, prior learning, background, and experiences) to create connections between the subject matter and student experiences.
• Apply appropriate accommodations and modifications for individual students who have identified learning differences or needs in an Individualized Educational Plan (IEP), 504 Accommodation Plan, Personal Literacy Plans (PLP's), or individualized learning plans (ILP's).
• Create instructional opportunities to encourage all students' development of critical thinking, problem-solving, performance skills, and literacy across content areas.
• Design lessons that extend beyond factual recall and challenge students to develop higher-level cognitive skills and use tasks that engage students in exploration, discovery, and hands-on activities and engage students in generating knowledge, testing hypotheses, and exploring methods of inquiry and standards of evidence.
• Create learning groups in which all students learn to work collaboratively and independently.
• Use a…