The High School Mathematics Teacher will bring creativity, strong mathematical content knowledge, long-term vision, and a desire to prepare our scholars with the social awareness and intellectual capacity to be active participants in the forward development of their communities.
The teacher will be responsible for teaching multiple high school mathematics courses based on scholar needs, course enrollment, and academic pathways. Courses may include Algebra I, Geometry, Algebra II, Precalculus, Financial Mathematics, and other secondary-level mathematics courses aligned with New York State standards and graduation requirements.
Curriculum and Planning
- Teach multiple high school mathematics courses based on scholar needs and academic pathways.
- Prepare scholars for applicable New York State Regents examinations and advanced mathematics coursework.
- Teach scholars to connect mathematics to their lives, future careers, and other courses of study.
- Deliver deliberately student-centered, rigorous, and engaging lessons that encourage scholars to lead their learning and apply mathematical knowledge in relevant ways.
- Embed reflection of our core values into instruction to help scholars make meaningful connections between academics, character, and community.
- Use assessment data to identify gaps in knowledge and understanding, inform individual, small-group, and whole-group reteaching, and support scholars in establishing academic goals and milestones.
- Create a culture of feedback, revision, productive struggle, and error analysis that promotes a growth mindset and develops confident mathematical thinkers.
- Collaborate with colleagues to plan instruction, analyze data, share ideas, and address scholar needs.
- Provide appropriate differentiation, intervention, enrichment, and accommodations to ensure the growth and success of all scholars.
- Maintain high expectations for mathematical reasoning, problem-solving, academic discourse, and written justification.
- Go above and beyond to ensure scholars are progressing toward course mastery, Regents readiness, graduation requirements, and postsecondary success.
Classroom Culture
- Maintain a collaborative learning environment that cultivates leadership, intellectual curiosity, and accountability to the school community.
- Facilitate Morning Meeting and/or Advisory to reinforce school-wide cultural expectations and norms.
- Build healthy, genuine relationships with scholars that enhance their school experience and academic confidence.
- Actively reinforce SEL strategies that help scholars engage positively with peers, adults, and their school community.
- Establish a classroom culture where scholars are comfortable making mistakes, asking questions, defending their mathematical thinking, and challenging themselves academically.
Communication and Collaboration
- Fully embrace Intellectus Preparatory Charter School’s mission and values and promote them to scholars, families, and colleagues.
- Collaborate as part of departmental and grade-level teams, coordinating instructional activities with teachers and instructional leaders.
- Collaborate across content areas to develop interdisciplinary and experiential learning opportunities.
- Serve as an Advisory Leader for scholars.
- Proactively seek assistance, resources, or advice when faced with challenging instructional situations.
- Maintain positive professional relationships and contribute to the learning and success of colleagues.
- Appropriately give and receive feedback from scholars, families, faculty, staff, and administration.
- Keep families well-informed of scholar performance, progress, concerns, and successes.
- Model strong written and verbal communication skills.
Professionalism
- Fully participate in school, departmental, and grade-level meetings, designated school functions outside regular school hours, and individual and school-wide professional development.
- Meet expectations for punctuality, preparedness, professional communication, and timely completion of responsibilities.
- Consistently meet deadlines and communicate appropriately regarding progress toward projects and goals.
- Reflect on professional practice through self-reflection, coaching, observation, and formal and informal feedback processes.
- Exhibit poise and tact when addressing scholars, colleagues, staff, and families.
- Demonstrate flexibility and readiness to teach different mathematics courses as scholar programming and school needs evolve.
Personal Attributes
- An unwavering belief that all scholars can learn mathematics at a high level.
- A genuine passion for serving scholars from the communities we serve.
- A positive attitude and solution-oriented mindset.
- Ability to work independently while receiving and implementing direction and feedback.
- Organized, systems-driven, and attentive to detail.
- Committed to community, service, equity, and culturally responsive education.
- Excited by the opportunity to help build and strengthen a growing high school mathematics program.
Educational Background and Work Experience
- Bachelor’s degree from an accredited college or university required.
- Strong content knowledge across multiple areas of secondary mathematics required.
- Successful experience working with and/or teaching adolescents, preferably in an urban middle or high school setting.
- Master's Degree in Mathematics or closely related area (Economics, Mathematics Education)
- Experience teaching one or more high school mathematics courses, including Algebra I, Geometry, Algebra II, Precalculus, or comparable coursework, strongly preferred.
- Experience preparing scholars for New York State Mathematics Regents examinations preferred.
- Experience with and interest in working with high-needs scholars preferred.
- New York State teaching certification in Mathematics preferred, but not required.
- Experience with Understanding by Design (UbD), Universal Design for Learning (UDL), and Social-Emotional Learning (SEL) is a plus.
- Demonstrated ability to engage in conversations and practices related to culturally responsive education and educational equity.
- Ability and willingness to teach multiple mathematics courses within the same academic year.
This position begins immediately with teacher training and professional development during the month of August.
I changed the title intentionally from Geometry Mathematics Teacher to High School Mathematics Teacher so the posting does not imply the person is being hired exclusively for Geometry. This also gives you flexibility to assign Algebra I, Geometry, Algebra II, Precalculus, Financial Mathematics, or another high school math course as your high school program continues to expand.
Job Type: Full-time
Pay: $70,000.00 - $95,000.00 per year
Benefits:
- 401(k)
- 401(k) matching
- Dental insurance
- Health insurance
- Life insurance
- Paid time off
- Vision insurance
Application Question(s):
- Do you live in or near Mount Vernon, NY 10550?
Education:
Language:
License/Certification:
- NYS Teaching Certification Grades 5-9 or 7-12 Mathematics (Preferred)
Work Location: In person
