Middle Level Teachers: Social Studies

Job Description

Job Title:

Middle Level Teachers:
Social Studies

Reports To:

Building Principal

Contract Length: 184 Days

Exempt/Nonexempt:
Exempt

Department:
Leadership & Learning

Reynoldsburg City Schools is an equal opportunity employer.

We celebrate diversity and are committed to creating an inclusive environment for all employees.

At Reynoldsburg, our educators embody the principles outlined in Our Portrait of an Educator, inspiring students to innovate, collaborate, and excel.

For more information, visit https://(Use the "Apply for this Job" box below)..

The Reynoldsburg City Schools' Middle Level Core Subjects Teacher is responsible for serving as an instructional leader and mentor during a critical developmental and transitional stage for students in grades 6-8. This role requires implementing departmentalized content expertise, developmentally responsive instruction, and targeted interventions to support academic growth, social-emotional development, and successful progression to high school. Guided by Ohio's Learning Standards and the Ohio Teacher Evaluation System (OTES 2.0) framework, the educator creates a safe, positive, and engaging classroom environment that fosters critical thinking, collaboration, and core academic mastery.

• Education:
  
  Bachelor's degree from an accredited college or university in Education or a core academic discipline (Mathematics, Science, English/Language Arts, Social Studies/History).
• Licensure:
  Valid Ohio Educator/Teaching License appropriate for the grade levels and subject areas taught (e.g., Middle Childhood 4-9 with appropriate content concentrations, or valid alternative/supplemental credentials matching Ohio Department of Education and Workforce requirements).
• Background Check:
  Successful completion of Federal (FBI) and State (BCI) criminal background checks.
• Ethics:
  Strict adherence to the Licensure Code of Professional Conduct for Ohio Educators, state law, and Board of Education policies.

• Experience implementing Project-Based Learning (PBL), inquiry-based instructional models, or interdisciplinary units in a middle school setting.
• Demonstrated proficiency in utilizing diagnostic, formative, and summative data to differentiate core academic instruction.
• Demonstrated ability to support student behavior using restorative practices, Positive Behavioral Interventions and Supports (PBIS), and trauma-informed approaches.
• Experience delivering targeted Tier 2 interventions and academic acceleration.

Primary functions may include the following duties, responsibilities, skills, abilities, and other characteristics. This list of tasks is ILLUSTRATIVE ONLY and is not intended to be a comprehensive listing of tasks performed by all positions within this classification.

• Plan and deliver rigorous, standards-aligned core instruction using district curriculum and Ohio Learning Standards.
• Design and facilitate inquiry-based, engaging lessons that connect academic concepts to real-world applications and higher-order thinking skills.
• Communicate clear, high academic and behavioral expectations for all students while utilizing content-specific strategies to teach core concepts effectively.
• Incorporate collaborative and project-based learning opportunities within daily instruction.

• Establish and maintain consistent routines and expectations aligned with building-wide Positive Behavioral Interventions and Supports (PBIS) frameworks to maximize instructional time.
• Create a safe, positive, respectful, and structured classroom environment conducive to learning and student growth.
• Serve as a mentor and positive role model, fostering student collaboration, teamwork, and critical thinking through social-emotional and developmental transitions.
• Supervise students in both instructional and non-instructional settings, including hallways, cafeterias, and arrival/dismissal areas.

• Implement a balanced framework of diagnostic, formative, and summative assessments to measure academic progress and skill acquisition.
• Analyze student data using local district metrics, state performance indicators, and digital assessment tools (e.g., MAP, IXL) to inform, modify, and differentiate instruction to close achievement gaps.
• Lead targeted Tier 2 intervention and acceleration…