Catlin Gabel School seeks to employ the best qualified individuals from available applicants and to provide them with opportunity for advancement in a manner that does not discriminate because of race, color, religion, sex, national origin, age, disability, sexual orientation, gender identity or expression, veteran status, genetic information, or any other status protected under local, state, or federal equal employment opportunity laws or regulations.
The School believes that each employee makes a significant contribution to its success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his/her services wherever and whenever necessary to ensure the success of our endeavors.
Position Title: MATH SPECIALIST (Grades 1-5)
FTE: 1.0 (Exempt), Level: 3
Department: LOWER SCHOOL
Reports to: LOWER SCHOOL HEAD
The math specialist plans with homeroom teachers, provides instructional coaching on effective differentiated practices in math instruction, and helps to assess and teach students in grades 1-5.
Assessment and Instruction
• Coordinate a comprehensive math curriculum based on best practices and national standards with the lens of developmental appropriateness.
• Use assessments/diagnostic tools in math and analyze the assessments for understanding/misconceptions.
• Meet with homeroom teachers to use assessment information to guide planning for math instruction.
• Collaborate with homeroom teachers to plan for math (regular planning as well as yearly overview).
• Collaborate with homeroom teachers to provide differentiated math instruction.
• Use strategies/accommodations/modifications to help students with learning differences (learning disabilities, ADD/ADHD, executive function challenges, etc.) to be successful.
• Work within classrooms, or pull students, to provide group instruction, individual support, or to observe children in math.
• Maintain a safe and aesthetic classroom environment that inspires a culture of learning.
• Inventory/maintain/organize math manipulatives and resources.
• Ability to build confidence and positive attitudes by students towards mathematics.
• Assist in monitoring record keeping system that can move from grade to grade.
• Assist in vertical curricular coordination for continuity through the grade levels.
• Assist in updating/developing math standards section of student reports.
• Assist in updating/developing math reports that are sent home 5-6 times per year.
• Write conference notes for students given targeted instruction for the fall conferences.
• Write end-of-year student reports for each student given targeted instruction.
• Communicate regularly with parents – articles in the division newsletters, blogs, bulletin board displays, phone/e-mail parents with individual observations or concerns, etc.
• Provide instructional coaching for teachers to highlight effective teaching strategies.
• Coach teachers in providing alternative methods of instruction for students needing extra support or extensions in math learning with a lens of equity.
• Committed to experiential learning and tenets of progressive education.
• Committed to school’s commitment to inclusivity and multicultural education.
• Provide resources to assist students to learn their basic math facts at school and at home.
• Attend parent/teacher conferences and/or student team meetings when either party requests special information or support.
• Work with tutors to brainstorm teaching techniques or approaches for working with students.
• Meet with Lower School Head to discuss how things are going.
• Keep abreast of national trends/developments in math education.
• Attend overnight retreat with faculty/staff in late August.
• Engage in school-wide committees and traditions including admissions day.
• Attend weekly faculty meetings.
• Help in planning for math parent meetings and/or family math nights.
• Supervises students during two recesses per week.
• Complete required H.R. trainings each year (CPR, first aid, mandatory reporting, handling of hazardous materials, etc.)
• Willingness to participate in field trips, overnights, and divisional experiential offerings.
• Pursue professional growth opportunities and be accountable and responsible for individual professional development.
SCOPE OF WORK
Coaches faculty on teaching strategies to help meet the needs of all kinds of learners in the classroom. Most work is done independent of direct supervision.
This position is not supervisory in nature.
Daily contact with students and colleagues, and some contact with parents. Occasional contact with outside professionals.
SPECIFIC JOB SKILLS
Background in math curriculum, learning and assessments using a developmental continuum approach. Background working with learning differences (learning disabilities, ADD/ADHD, executive function challenges, etc.) desirable. Ability to deal tactfully with difficult conversations and situations. High level of stamina. Belief in experiential learning and progressive education. Current certification in CPR/AED required. Ability to be flexible and to collaborate with others. Ability to provide effective differentiated instruction to groups of students in math. Ability to coach and support teachers. Familiarity with recommendations by the National Council for Teachers of Mathematics and the Common Core standards.
EDUCATION AND/OR EXPERIENCE
Master’s Degree preferred in teaching or curriculum and instruction, or related area from an accredited college or university. Minimum three years of teaching at the elementary level. BA/BS degree required. Understanding of learning and development in children from early childhood through pre-adolescence. Experience in assessing and teaching a wide range of children in mathematics. Experience in teaching elementary age students at all ability levels and with many different learning styles in math, using a range of approaches. Experience in consulting/communication with teachers, grades 1-5, and parents.
Full time position on an academic calendar. Will have a classroom space, but some work will happen in homeroom classrooms, working with students and teachers. Program is largely self-initiated in response to teacher/student needs and schedules.
TO APPLY, PLEASE VISIT (applicants must apply via the provided link to be considered): https://catlin.tedk12.com/hire/ViewJob.aspx?JobID=218
To apply for this job please visit the following URL: https://catlin.tedk12.com/hire/ViewJob.aspx?JobID=218 →