BHS Math Teacher

boundaries of professional responsibilities when working with students colleagues and families. High School Math TeacherQUALIFICATIONS: Math Certification Granted by the Rhode Island Department of Degree and Additional Content Certification PreferredTo support Barringtons 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 TO: Building AdministratorJOB GOAL: To implement and instruct Math Curriculum at the high school levelPERFORMANCE QUALIFICATIONS: Demonstrates expertise in the area of mathematics RESPONSIBILITIES the pedagogy of mathematics education high and clear expectations for a growth mindset in independence and grit in all knowledge and understanding of Deep Learning on and implements interdisciplinary lessons and regularly with students and parents regarding the students academic behavioral social/emotional needs and progress; communicates immediately when there are urgent participates and attends general education problem-solving teams department teams and common planning professional development workshops and regularly with Building Administrators and Curriculum and analyzes student progress monitoring data on a regular basis to make instructional in the collection and analysis of data at the district and building solid knowledge of the Rhode Island Grade Level school policy and procedures respecting thorough records for each staff development programs curriculum development meetings and other professional 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 create and implement performance tasks formative and summative assessments aligned to the Common Core and 21st century skills as well as task validation and accurate and positive information about the schools and districts goals and initiatives in a variety of print and electronic 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 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 instruction that addresses the core skills concepts and ideas of the disciplines/content areas to help all students meet Rhode Islands learning 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 instructional opportunities that reflect an understanding of how children learn and an understanding of students (e.g. individual interests prior learning background and experiences) to create connections between the subject matter and student 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). instructional opportunities to encourage all students development of critical thinking problem-solving performance skills and literacy across content 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 learning groups in which all students learn to work collaboratively and 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 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 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 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 feedback from students families and colleagues to reflect on and improve responsibility for learning about and implementing federal state district and school initiatives to improve teaching and with students colleagues parents and others in a professional manner that is fair and equitable and guided by codes of professional 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 other duties as may be assigned and/or necessary to perform the functions of the 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 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 OF EMPLOYMENT: Length of the contract to be determined by the : Performance will be evaluated in accordance with the provisions of the School Committee policy on evaluation of teaching staff.