Middle School Teacher

Middle School Teacher (2 positions, Grades 6-8, Science or Language Arts) Reports To

Principal / Head of School / VP of Instruction

Full-Time, Exempt

The middle school teacher is a content-expert educator responsible for designing and facilitating rigorous, standards-aligned learning experiences rooted in the Project-Based Learning (PBL) framework for adolescents (Grades 6-8). This role is fundamental in guiding students toward subject-specific mastery while instilling the core Hawaiian values of Pono (integrity), Kuleana (responsibility), and Aloha (kindness) during the critical period of early adolescence. The teacher serves as an essential mentor, promoting self-management and intellectual independence consistent with AMLE (Association for Middle Level Education) best practices.

I. Instruction, Content Mastery, and PBL

• Content Mastery & Rigor: Deliver instruction in grades 6-8 (Science or ELA) that challenges students, promotes deep conceptual understanding, and ensures mastery of all required grade-level standards.
• PBL Design & Facilitation: Design and execute complex, long-term projects aligned with PBLWorks Gold Standard teaching practices. This includes developing authentic, high-interest driving questions and utilizing public exhibitions of learning that resonate with middle school students.
• Advisory/Mentorship: Actively participate in the school’s advisory program (aligned with AMLE recommendations) to serve as a consistent mentor for a small group of students, focusing on academic planning, goal setting, and personal growth.
• Assessment & Data Use: Collect and analyze formative and summative data to inform curricular pacing, adjust project scaffolding, and prepare students for high school readiness.

II. Social-Emotional Learning (SEL) & Classroom Culture

• SEL Implementation: Serve as a consistent role model and daily implementer of the Healthy Habits Compass curriculum, leading discussions and activities that focus on Mental & Emotional Well-being and Community Care.
• Accountability & Intervention: Manage classroom behavior by focusing on instructing students in complex social skills and promoting self-management. This includes:
• Proactively teaching replacement behaviors (as defined by the K-8 Behavior Intervention Plan – BIP), such as the use of Accountability Statements when confronted with mistakes.
• Utilizing “Teaching with Love and Logic” (Fay and Fay) strategies to empower early adolescents to take ownership (Kuleana) of the consequences related to their choices.
• Using the AOK Behavior Referral Form consistently and objectively for major incidents, supporting data-driven intervention efforts.
• Building Community: Create a safe, inclusive, and emotionally supportive classroom environment where every student feels a strong sense of Aloha (belonging) and is encouraged to take calculated intellectual risks.

III. Cultural Integration and Professionalism

• Hawaiian Values: Model and integrate the school’s core Hawaiian values (Aloha, Pono, Kuleana) into content lessons, group dynamics, and conflict resolution processes.
• Professional Growth: Actively participate in all scheduled Professional Development (PD), with a specific focus on adolescent development, AMLE best practices, and advanced PBL facilitation techniques.
• Parent Communication: Maintain clear, consistent, and proactive communication with families regarding content progress, long-term project expectations, and social-emotional development, fostering a strong Ohana (family) partnership.

• Bachelor’s degree in Education or the specific content area (e.g., Science, Mathematics).
• Possession of or eligibility for appropriate state teaching certification for Middle Grades (6-8) or Secondary Education.

• Demonstrated experience designing and facilitating Project-Based Learning (PBL) units.
• Philosophical alignment with the practices advocated by the Association for Middle Level Education (AMLE).
• A commitment to positive behavior support, growth mindset, and instruction that meets the cognitive and social needs of early adolescents.
• Deep knowledge and passion for the subject area being taught.
• Strong collaborative skills and the ability to work effectively on content-area and interdisciplinary teams.

• Experience working in a PBL or inquiry-based school setting.
• Familiarity with the history, culture, and values of Hawai‘i and their practical application in the classroom. Specifically, Hawai’i Board of Education Policy on Nā Hopena A’o – HĀ.
• Experience utilizing SEL curricula or behavior tracking systems.