The math teacher will work as the primary teacher in the math classroom but may collaborate with co-teachers serving special education students. Some students may have identified special education needs. Other students may be behind academically and need creative and careful instruction.
Teachers at MAPCS are expected to support the school-wide goals of emphasizing literacy, helping students develop their critical thinking abilities, driving all students toward mastery and understanding, and helping students find their strengths and talents and use them to address weaknesses and overcome fears. There is an emphasis upon collecting and utilizing a broad range of data to drive instruction, and upon weaving social justice into instructional content and assessment.
Specific responsibilities will include, but not be limited to:
- Designing and delivering curricula related to math
- Developing and implementing unit plans and assessments
- Assessing individual learning styles and adapting teaching methods to fit all students' needs
- Working closely with parents and school professionals
- Creating a classroom and school environment that features a rich diversity of resources, engages student interest, promotes student leadership and stimulates student learning
- Having thoughtful approaches to teaching concepts and sparking student interest while also imparting essential factual knowledge
- Managing administrative assignments effectively and with a high level of professionalism and integrity
- Participating in interdisciplinary team meetings for all students,
- Modeling and contributing to a school culture of hope and high expectations for achievement, and
- Participating in enrichment activities, e.g. retreats, outings and evening events, as required to support the educational program.
Minimum Qualifications
- Bachelor's degree in education, finance-related field, or STEM-related field
- Eligibility for certification in math
- Teaching experience with at-risk youth
- Familiarity with research-based instructional strategies
- Highly-qualified as stipulated by No Child Left Behind in applicant's core content area
In addition, teacher candidates should possess an unyielding belief that with the appropriate supports, coupled with high expectations, all students can significantly improve their academic skills, and can develop pro-social and culturally normative behaviors that will enable them to succeed at school and beyond. Candidates should also believe that all students have strengths and talents and that good teachers help students find them and use them to address weaknesses or overcome fears.
Salary and Benefits
Starting salaries are comparable to those offered by other charter schools in the District of Columbia. In addition, See Forever offers a robust benefits plan, including health care coverage, a 403(b) retirement savings plan, and a computer purchase assistance plan.
About the See Forever Foundation
Since it began operating in 1997, the See Forever Foundation's mission has been to create learning communities in lower income urban areas where all students, particularly those who have not succeeded in traditional schools, can reach their potential and prepare for college, career, and a lifetime of success. The Foundation operates the Maya Angelou Public Charter Schools in DC, as well as the Maya Angelou Academy at New Beginnings' secure facility for committed youth in Laurel, MD. Our students develop the academic, social, and employment skills they need to build rewarding lives and promote positive change.
If you are interested in learning more about See Forever, please visit our website at www.seeforever.org.
To Apply
If you are interested in applying for a teaching position, please submit your resume, a cover letter, and contact information for three references here: High School Math Teacher at Maya Angelou Schools. Resumes, cover letters, and references should be in MS Word or PDF format.
- Creating a safe, supportive, comforting, and structured environment that is conducive to achieving healthy adolescent development during the school year.
- Developing a set of routines with residential students that will help them to develop pro-social and healthy habits around homework, personal hygiene and cleanliness, teamwork, responsibility, and independence.
- Reporting to school campus for a minimum of 8 hours per week, attending necessary meetings for residential students, being an active member of the Maya Angelou Community, and as otherwise requested.
- Reporting directly to the Lead Residential Counselor with attendance, behavioral, academic data for all students in the residence, etc.
- Ensuring that residents comply with basic guidelines around timeliness, cleanliness, and security.
- Developing and managing group workshops, outings, and activities for residential students.
- Working with residential students one-on-one and in group settings on homework, academic skill-building, and developing positive decision making skills as well as healthy values and lifestyles.
- Working one-on-one and in groups with students in crisis situations to help diffuse tempers, consider alternatives, and reach peaceful and thoughtful strategies for the future.
- Managing the day-to-day functioning of the residential home including meal preparation, security, basic shopping, upkeep, and budgeting.
- Communicating regularly with students' parents and families, around student performance and basic coordination between families and school.
- Communicating regularly with students' teachers and other school staff, to ensure that students are held to high standards—academically, behaviorally, socially, and in regards to timeliness and attendance.
- Have two to five years of experience working with urban teens.
- Understand the level of commitment required to live and work with teenagers five days a week, day in and day out, and be fully committed to this lifestyle. (During the academic school year, Residential students check in on alternating Sundays and Mondays and they check out to return to their homes on Fridays.)
- Place improved academic performance, life skill building, and the development of healthy evening habits around study and preparation, at the center of residential life.
- Have a perspective that emphasizes the use of strengths and resiliency to understand the behavior of youth.
- Have an interest in working with parents and families of students who live in the school residence to develop successful relationships between families and school staff.
- Want to engage in collaborative efforts with daytime teaching faculty to help students develop appropriate study habits at home and at school as well as healthy social and emotional outlooks that will help them succeed in class and beyond.
- Want to help students, the majority of whom have not been successful in their past school environments, address proactively a variety of emotional deficits that make it difficult for them to form trusting, lasting, relationships with adults and others.
- Bring the idea and the practice of social justice into a living environment.
- Work well with colleagues, students, parents, and others. We believe that talented co-workers can make all of us more successful, particularly when we work together to share effective strategies, build meaningful relationships, celebrate achievements, and address critical needs.
- Embrace a school culture that requires all staff to work beyond the traditional school hours and the traditional school year in order to create an environment filled with hope and high expectations, where students will radically improve their academic, employment, and social skills.
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