BHS Math Teacher Position Available In Bristol, Rhode Island

BHS Math Teacher Barrington Public Schools – 3.5

Barrington, RI Job Details Full-time Estimated:

$51.5K – $101K a year 1 day ago Qualifications Writing skills Mid-level 3 years Master’s degree Deep learning Communication skills Full Job Description boundaries of professional responsibilities, when working with students, colleagues, and families. High School Math Teacher

QUALIFICATIONS

1.Secondary Math Certification Granted by the Rhode Island Department of Education2.Masters Degree and Additional Content Certification PreferredTo support Barrington’s commitment to diversity, and to foster inclusion, respect, and equity in education, the search for a successful candidate will 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 from diverse backgrounds with high quality expertise and experience who demonstrate their commitment to valuing inclusivity and diversity.

REPORTS TO

Building Administrator

JOB GOAL

To implement and instruct Math Curriculum at the high school level

PERFORMANCE QUALIFICATIONS

Demonstrates expertise in the area of mathematics education.

PERFORMANCE RESPONSIBILITIES

OF1.Understands the pedagogy of mathematics education standards2.Communicates high and clear expectations for students.3.Instills a growth mindset in students.4.Fosters independence and grit in all learners.5.Evidences knowledge and understanding of Deep Learning Competencies.6.Collaborates on and implements interdisciplinary lessons and instruction.7.Communicates regularly with students and parents regarding the students academic, behavioral, social/emotional needs and progress; communicates immediately when there are urgent concerns.8.Actively participates and attends general education problem-solving teams, department teams, and common planning teams.9.Attends professional development workshops and conferences.10.Communicates regularly with Building Administrators and Curriculum Leader.11.Collects and analyzes student progress monitoring data on a regular basis to make instructional decisions.12.Assists in the collection and analysis of data at the district and building level.13.Has solid knowledge of the Rhode Island Grade Level Standards.14.Follows school policy and procedures, respecting the15.Maintain thorough records for each student.16.Attend staff development programs, curriculum development meetings, and other professional activities.17.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.18.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.19.Disseminate accurate and positive information about the schools and districts goals and initiatives in a variety of print and electronic formats.20.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.21. 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.22.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.23.Design instruction that addresses the core skills, concepts, and ideas of the disciplines/content areas to help all students meet Rhode Islands learning standards.24.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.25.Create instructional opportunities that reflect an understanding of how children learn and develop.26.Use an understanding of students (e.g., individual interests, prior learning, background, and experiences) to create connections between the subject matter and student experiences.27.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 (PLPs), or individualized learning plans (ILPs).28.Create instructional opportunities to encourage all students development of critical thinking, problem-solving, performance skills, and literacy across content areas.29.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.30.Create learning groups in which all students learn to work collaboratively and independently.31.Use a variety of communication strategies (e.g., listening, restating ideas, questioning, offering, counterexamples, and technological advances) to engage students in learning, to collect and share information, and to enrich discourse in the classroom and the school32.Use appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction.33.Provide students with opportunities and guidance to evaluate their own work and behavior against defined criteria and use the results of self-assessment to establish individual goals for learning use assessment results to provide students with timely, helpful, and accurate feedback on their progress toward achievement goals.34.Reflect on practice and assume responsibility for own professional development by actively seeking and participating in opportunities to learn and grow as professionals and enhance the instructional core.35.Solicit feedback from students, families, and colleagues to reflect on and improve teaching.36.Take responsibility for learning about and implementing federal, state, district and school initiatives to improve teaching and learning.37.Interact with students, colleagues, parents, and others in a professional manner that is fair and equitable and guided by codes of professional conduct.38.Exhibit attributes of reliable attendance, promptness, dependability, and professional ethics; Use effective communication skills with students, colleagues, families and related agencies (spoken, written and non-verbal); Complete all requested forms, reports, and data collections in an accurate and timely manner; Perform the functions of the position in accordance with the: RI Professional Teaching Standards; RI Professional Code of Conduct; and all laws, regulations, school district policies, directives, the mission of the district, school-based plans, and administrative priorities / requests; and Perform other duties as may be assigned and/or necessary to perform the functions of the position.39.Performs other duties as may be assigned and/or necessary to perform the functions of the position.

WORKING CONDITIONS AND PHYSICAL REQUIREMENTS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. The employee is regularly required to operate a keyboard, to view a computer screen, and to sit or stand for extended periods of time. Required vision abilities include close vision and the ability to adjust focus. The employee is frequently required to bend, stoop, kneel, reach with hands and arms, grasp and manipulate large and small items. The employee is also required to move from location to location, lift items weighing up to 30 pounds, and engage in restraints following CPI. Communication requirements include the ability to hear and respond to voice and other sounds in small and large settings with background noise and to present information orally and in writing.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

TERMS OF EMPLOYMENT

Length of the contract to be determined by the Superintendent.

EVALUATION

Performance will be evaluated in accordance with the provisions of the School Committee policy on evaluation of teaching staff.