Foster a sense of student belonging by cultivating joy and purpose throughout the High School.
Contribute to our commitment to extraordinary care by acting as an advisor for a small group of students and by teaching our advisory social-emotional learning curriculum.
Identify essential learning and use a planning framework with standards, learning targets, real-world connections, and a culturally responsive curriculum.
Design quality standards-based formative, summative and self assessments that provide students with frequent feedback and communicate students growth and achievement.
Plan and implement engaging learning experiences that are inquiry-based collaborative, culturally responsive, and differentiated.
Respond to learners diverse needs using responsive, measurable, and research-informed interventions and extensions.
Utilize flexible, rigorous and adaptive Tier I instructional practices to allow students of all diverse language and learning styles to effectively access learning.
Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback, and engages in professional learning and reflection.
Actively engage in professional learning and growth through regular observation and feedback cycles, walkthroughs, and reflection with Professional Learning Community Coach and Principals, and participate in external opportunities.
Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
Demonstrate an understanding of interdisciplinary connections, teaching and/or learning.
Creatively leverage flexible learning spaces and flexible grouping to provide for a variety of learning styles, ability levels, and educational backgrounds
Integrate technology in innovative ways in daily instruction to enhance learning.
Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
Strive for continuous self-improvement as a life-long learner.
Model the Core Values in your interactions with all members of the school community.
Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (i.e. travel on Interim Semester, sports coaching, field trips, sponsorship of clubs, attend events beyond the school day, community service projects, etc.)
Facilitate restorative conversations when supporting student behavior in the learning environment.
Connect with and be available to parents and students during and outside of school hours (in person and via email communication)
Role-Specific Responsibilities
Utilize Common Core Math Standards and Mathematical Practices to plan, teach and assess.
Demonstrate willingness to teach a variety of different foundational to advanced studies Mathematics courses for grade 9 through 12
Demonstrate an understanding of problem-based mathematics classroom
Position Requirements & Qualifications
Bachelor's Degree in relevant field
Master's Degree in relevant field preferred
Teaching license or a degree in education
Experience teaching mathematics across a broad range of levels preferred
Illustrative Mathematics and/or other problem-based curriculum experience preferred
College Board Advanced Placement training and experience preferred
At least two years of full time teaching experience preferred
Excellent verbal and written English language skills
Working Requirements
Sponsoring and/or coaching after school arts, activities or sports are part of the responsibility of the professional educator. Therefore, faculty shall be available to direct, coach and/or sponsor an athletic team or other extra curricular activity or arts. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
Mandatory attendance of weekly faculty meetings beyond the school day, new hire orientation and educator professional learning days.
Chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including Back-to-School Night, learning conferences, musicals, concerts, and more).
SAS faculty members are expected to commit to chaperoning learning experiences including those requiring overseas and/or overnight excursions, including but not limited to High School Interim Semester, IASAS Music and other curricular and co-curricular trips.
