8th Grade Mathematics Teacher

Tulsa School of Arts and Sciences•Tulsa, OK

2d•Onsite

About The Position

We are hiring a person to teach mathematics to students in grade 8, with a focus on pre-algebra. This position can incorporate a degree of applicant preference, skill, and expertise, but will need to cover the following areas: Foundational math instruction for students who are continuing to build fluency in core concepts such as ratios, proportional reasoning, expressions, equations, and basic functions, with an emphasis on number sense, problem solving, and conceptual understanding. Mid-level units that deepen mathematical thinking and allow for alignment between student needs and instructor expertise, including opportunities for real-world application, mathematical discourse, and multiple problem-solving strategies in alignment with the broader 6–12 math vision. Potential differentiated pathways or advanced units that support readiness for Algebra I and beyond, including opportunities for acceleration, intervention, or enrichment as aligned with the needs of the TSAS curricular catalog. This is a full-time position that may only be filled by someone who comes through the interview process embodying and subscribing to values, habits, and mindsets of: Experienced math teaching in a secondary setting, preferably in a diverse public school that serves students from a variety of backgrounds and levels of available resources and abilities. Fierce dedication to working expansively as part of a team of teachers and support staff in a dynamic, kind, empathetic, professional, liberatory way. Precise, operative knowledge of mathematical concepts, progressions, and pedagogical approaches, including conceptual instruction, differentiation, and student-centered problem solving. Well-researched, familiar knowledge of TSAS as a unique school with a rich legacy, strengths, assets, opportunities for growth, realistic public school challenges, and resource limitations. A true desire to see all students succeed, regardless of demographic characteristics, in a way that causes growth toward self actualization and a life of joy, choice, and advocacy. Openness to creative, often DIY means of curricular development, intervention design, collaboration, and problem solving. TSAS is a free public charter school with small class sizes that prioritizes innovation and teacher autonomy. Applicants should be enthusiastic about experimentation, student-centered instruction, project-based learning, building strong relationships, and developing equitable success strategies to serve all students.

Requirements

Experienced math teaching in a secondary setting, preferably in a diverse public school that serves students from a variety of backgrounds and levels of available resources and abilities.
Precise, operative knowledge of mathematical concepts, progressions, and pedagogical approaches, including conceptual instruction, differentiation, and student-centered problem solving.
Well-researched, familiar knowledge of TSAS as a unique school with a rich legacy, strengths, assets, opportunities for growth, realistic public school challenges, and resource limitations.
A true desire to see all students succeed, regardless of demographic characteristics, in a way that causes growth toward self actualization and a life of joy, choice, and advocacy.
Openness to creative, often DIY means of curricular development, intervention design, collaboration, and problem solving.
Bachelor’s degree is required.
Effective communication and interpersonal skills.
Passion for teaching and a commitment to student success.
Proficiency in educational technology and digital learning tools.

Nice To Haves

Degree in education, mathematics, or a related field is preferred.
Experience working with secondary students in an educational setting (preferred).
Teaching certification or licensure is preferred.
Strong knowledge of many dimensions of mathematical concepts and practices.

Responsibilities

Foundational math instruction for students who are continuing to build fluency in core concepts such as ratios, proportional reasoning, expressions, equations, and basic functions, with an emphasis on number sense, problem solving, and conceptual understanding.
Mid-level units that deepen mathematical thinking and allow for alignment between student needs and instructor expertise, including opportunities for real-world application, mathematical discourse, and multiple problem-solving strategies in alignment with the broader 6–12 math vision.
Potential differentiated pathways or advanced units that support readiness for Algebra I and beyond, including opportunities for acceleration, intervention, or enrichment as aligned with the needs of the TSAS curricular catalog.
Working expansively as part of a team of teachers and support staff in a dynamic, kind, empathetic, professional, liberatory way.
Experimentation, student-centered instruction, project-based learning, building strong relationships, and developing equitable success strategies to serve all students.