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Part-Time Upper School Math Teacher
3 days ago
Upper School Director
FLSA JOB CLASSIFICATION:Exempt, 10 Month Position, Part-Time
JOB PURPOSE:Greensboro Day School seeks an experienced math teacher for a Part-Time (2-3 classes) Upper School Math Teacher position for the 2024–25 school year.
Greensboro Day School teachers are mission focused, human-centered and experts of their craft. They are responsible for supporting the intellectual, physical, social, and emotional growth of their students and facilitating a classroom community of respect, kindness, integrity, and responsibility. GDS teachers are lifelong learners, field experts, and most of all, champions of children. They design and develop effective learning experiences that are developmentally appropriate, engaging, and guided by evidence-based practices and cognitive research.
The Part-Time Upper School Math Teacher promotes the development of mathematical reasoning, communication, connections, and representation across a range of topics/disciplines. They will teach students foundational math skills and develop critical thinking, recognizing the diversity of problem solving approaches students bring to the classroom. The Part-Time Upper School Math Teacher is responsible for 2-3 sections of upper school math.
This is a 10-month, on-campus position, five days per week, Monday through Friday, and requires regular evening and weekend work.
PRIMARY RESPONSIBILITIES:Teaches 2-3 sections of Upper School Math
Potentially advises 12-18 students during the dedicated advisory period
Effectively plans, implements, and assesses student learning
Designs curriculum and applies a pedagogical approach that are aligned with appropriate child and adolescent developmental stages
Uses varied methods of instruction and assessment that are in accordance with the School’s mission, Diversity Statement, educational philosophy, and departmental curriculum and competencies
Aligns curriculum with teachers of the same grade level or course
Implements a variety of brain-based teaching strategies including movement, interleaving, and other effective strategies informed by the learning sciences to maximize each student’s learning potential
Effectively implements best-practice pedagogical strategies that include a variety and balance of direct instruction, individual student practice, whole-class discussion, collaborative learning, inquiry-based learning, experiential, and hands-on learning
Clearly defines and communicates expectations for student success
Uses assessments as a student learning tool by providing clear and timely feedback so students can learn from their mistakes and improve their long-term learning
Understands the strengths and growth areas of each student
Reflects on lesson design, implementation, and student outcomes and makes adjustments to ensure student success
Manages the classroom to ensure a physically and emotionally safe climate at all times for self and students
Responds to needs of the whole class and individual students and collaborates with the counseling and learning support staff to understand and implement teaching strategies recommended in learning plans
Cultivates in each student an understanding of and appreciation for a wide range of perspectives, approaches to learning, and content
Develops and regularly updates the curriculum framework and syllabi in collaboration with the Associate Head of School for People & Program, division director, department chair, colleagues, and/or consultants on an annual basis and during the curriculum review cycle
Participates in the Professional Growth and Development Program focusing on Planning and Preparation, Instruction, Classroom Environment, and Professional Responsibilities (Danielson Framework) as outlined in the Employee Handbook
Shares in the day-to-day life of the school community, which includes serving as an advisor, organizing clubs, attending assemblies, participating in committees as necessary (i.e., Grade Level Team, Student Services Team, division-based Leadership Team), and fulfilling assigned duties (such as lunch supervision, carpool, and bus duty)
Is active and present as a GDS community member by participating in school functions and students’ extracurricular life (such as admission events, attending arts and athletics events, and planning and/or serving as a chaperone on day and/or overnight field trips)
Communicates in a timely manner with students and parents to inform them about successes, progress, and/or concerns
Performs other duties as assigned by the Head of School
GDS Cultural Competencies
(All Employees)
GDS Employee Skills
(All Employees)
Human-Centered
Data-Informed
Empathetic
Collaborative
Professionalism
Technologically Fluent
Adaptable & Growth Mindset
Inclusive
Productive conflict resolution
Integrity
Welcoming
Respectful
Listens to Understand
Relationship-Focused
Student-Centered
Field Expertise
Coachable
Lifelong Learner
Kind
Teacher Competencies
Kid Champion
Chief modeler of of respect, kindness, integrity, & responsibility
Intellectually Curious
Lover of learning for self and students
Curriculum expert
Culturally competent
Proactive, Effective, & Professional Communicator
Reflective
Responsive
Patient
Position Requirements
Bachelor’s degree required; Master’s degree or higher preferred; Degree in Math or related field of study preferred
Successful teaching experience (minimum of two years preferred)
Daily work requires supervising students both indoors and outdoors. Faculty are required to participate in regular safety drills, learn CPR, learn how to apply a tourniquet, provide basic first aid, administer epi-pens when needed, and be able to support other student-specific health-related needs. Some weekend, evening, or early morning work may be required from time to time.
PHYSICAL REQUIREMENTS:The position may require prolonged periods of sitting at a desk, standing to teach, and working on a computer. They must be able to move quickly and frequently from standing to sitting with ease and lift up to 50 pounds. Teachers must also be able to traverse the classroom and adjust one's tone and height, by bending or leaning, in order to teach each child. All teachers must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during drills and emergencies that may arise from time to time. This position has frequent exposure to loud sounds and high noise levels on a weekly basis.
DIRECT REPORTS:There are no direct reports for the Part-Time Upper School Math Teacher.
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