Position Purpose

The ideal candidate will teach four (4) Middle School math classes ranging from 5th-8th grade, be an effective collaborator, serve as an advisor to a group of students, foster strong relationships, and communicate with students, families, and colleagues effectively.

Essential Functions

• Teaches four math courses.
• Establishes and communicates clear objectives for lesson units, assessments, and projects. 
• Instructs students individually and in groups, using various teaching methods, such as discussions, demonstrations, and student-centered learning activities.
• Provides students with a variety of ways to demonstrate skill mastery; provides feedback to students regularly about their progress.
• Communicates effectively with parents and guardians about student progress.
• Differentiates instruction to meet the needs of all learners.
• Demonstrates, models, and designs learning experiences that foster 21st-century STEM learning skills in students.
• Demonstrates, models, and designs learning experiences that foster diversity, equity, and inclusion.
• Integrates technology as an essential and regular component of student learning experiences.
• Prepares, corrects, records, and communicates formative and summative assessment results in a timely manner.
• Writes grade book comments for students at least four times a trimester. 
• Demonstrates fluency with technology within the classroom.
• Collaborates with colleagues teaching the same course to develop lesson plans and materials.
• Advises around 10 students, provides academic and emotional support, and communicates regularly with parents and guardians of advisees.
• Attends grade-team meetings, faculty meetings, parent/teacher conferences, and special events as required.
• Creates a warm, welcoming, and inclusive classroom community and demonstrates cultural competency.
• Teaches advisory curriculum related to identity, diversity, and inclusion.
• Performs additional faculty duties as assigned, such as substitute teaching and lunch duty.
• Leads a student activity during the school day. 
• May chaperone a two-day overnight trip and single-day field trips.
• Collaborates within the Math Department and with all departments and offices as required or requested.
• Establishes a safe and productive classroom environment, using effective classroom management techniques to ensure effective learning.
• Other duties as assigned by the Division Head and/or Math Department Chair.

Qualifications

• Bachelor’s degree in mathematics and/or education; a master’s degree or working towards a master’s degree preferred.
• A minimum of 1-2 years of mathematics teaching experience is preferred.
• Enthusiasm for, and effective use of, technology in the classroom. 
• A clear interest in, knowledge of, and ability to work with middle school students.
• Self-confidence with demonstrated ability to work collaboratively.
• Capable of performing multiple tasks while working on multiple projects simultaneously under “deadline” situations.
• Ability to apply common-sense understanding and to carry out instructions furnished in written or oral form; ability to ascertain which people may need immediate assistance and to act accordingly.
• Working knowledge of 21st-century technologies, like SMART Boards, class websites and management tools, presentation tools, etc.
• Demonstrated sensitivity, knowledge, and understanding of the diverse backgrounds of community members with a continuous focus on healthy relationship building.
• Demonstrated deep understanding of cultural competency skills and enthusiasm for issues of diversity, inclusivity, and multiculturalism.
• Ability to communicate effectively with all constituents in a school environment.

Physical Requirements and Work Environment

• Work in an environment dealing with a wide variety of deadlines and a varied and diverse array of contacts.
• May work at a desk and computer for extended periods of time.
• Be able to occasionally lift up to 20 lbs.
• Work primarily in a traditional climate-controlled office environment. 
• Able to move around a classroom and other school environments.

About Springside Chestnut Hill Academy

Springside Chestnut Hill Academy’s Pre-K–12 program is informed by what today’s students need to thrive in college and beyond and is supported by nearly 300 combined years of academic leadership in boys’ and girls’ education. Through a rigorous college-preparatory curriculum grounded in project- and passion-based learning, SCH students build resilience and a sense of agency while gaining an unparalleled intellectual foundation for lifelong learning and growth. Students who attend SCH experience a robust, state-of-the-art academic program intently focused on preparing them for their future. The SCH experience is designed for those who are willing to be challenged, work hard, cultivate an independent mind, and exercise their creativity and curiosity will find the curriculum engaging and rewarding. At the same time, they will discover a nurturing and stimulating learning environment led by a dedicated, passionate, and highly educated faculty. At SCH, the community created by students and faculty is authentic and strong. It is a community in which each student’s unique gifts and capabilities are respected and valued and given just the right combination of challenge and support to... ensure that each student thrives. SCH’s educational model is distinguished by single-sex education for the lower grades (Pre-K through 8) followed by a coed Upper School. This unique structure expresses SCH’s belief in the benefits of single-sex academic instruction in the lower and middle grades and recognition of the value of coeducation in a student’s final preparation for college and beyond. Through this unique structure, SCH is able to offer age-appropriate learning environments for every stage of a child’s social and intellectual development. Faculty in the Lower and Middle Schools are experts in the different ways that boys and girls learn and have designed their curriculum to support these different learning styles. Beginning with the merging of gender cultures in Upper School, students are exposed to an ever-widening array of perspectives and opinions as part of their final preparation for becoming citizens of a global community.

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Connections working at Springside Chestnut Hill Academy