Lincoln Middle School - Algebraic Reasoning Intervention Teacher (AIS Math)

Syracuse City School District Jobs•Syracuse, KS

30d•Onsite

About The Position

The Quantitative Reasoning Intervention teachers will support students and teachers in the continuous improvement process in mathematical concept development and fluency. All intervention teachers will be expected to engage in and support the facilitation of the RTI problem solving process in the school they are assigned. As intervention teachers, they will collaborate with building leaders and colleagues to gather and analyze various data sets and interpret results to provide each student with a personalized plan for mathematics acceleration and intervention. They will be responsible for comprehensive record keeping to monitor and ensure resource integrity, progress monitoring and student growth. For this position, we are seeking passionate educators who will commit to teaching students struggling with mathematics with determination, purpose, integrity and intensity.

Requirements

All candidates must possess New York State teacher certification in their subject area, or qualify to obtain it by the first date of employment.
Please note that New York State requires a minimum undergraduate GPA of 2.5 for certification, and one hired, this proof will be kept on file in the Office of Human Resources.
Once offered, you will be required to declare that all previous obligations with an employing school district have been met and you are not seeking this position with the intent of resigning from a previous commitment in which you have not served.
The successful candidate will be required to pass a fingerprint-based background check, at the cost of $102.50 to the candidate.

Nice To Haves

Proven experience accelerating measurable student learning in urban schools (preferred)
Training and or experience with Culturally Relevant Education (preferred)
Minimum of two years' successful classroom teaching experience (preferred)
Prior demonstration of exemplary attendance is expected of any candidate for hire.

Responsibilities

Engagement in meaningful professional development to implement best practices and an Expeditionary Learning Model.
Leading daily “Crew” sessions as a part of character development.
Participation in collaborative team planning at least three times per week. This will not take away from individual planning time.
Ensuing Expeditionary Learning best instructional practices are evident each day including, but not limited to: Learning Targets (academic and character) (all 3 dimensions of students’ achievement, MKS).
Processing checks for understanding.
Activating engagement protocols.
Applying strategic questioning.
Implementation of Data Driven Instruction Cycles that include: Quarterly data conferences.
Analysis of summative (benchmark/interim) data and formative data (DINs, exit tickets, projects, quizzes).
Summative and formative data analysis evident in lesson and unit plans.
Engagement in up to five, six-hour days of professional development during the summer.
Attendance at two hours of professional learning after school each week.
Ensures that all their students achieve ambitious academic outcomes. The teacher must effectively:
Plan data-driven, standards-aligned and differentiated units, lessons and activities;
Deliver clear, accurate and rigorous lessons with a range of instructional and formative assessment techniques;
Establish and maintain a supportive, productive and positive learning environment with strong classroom management practices; and
Monitor and communicate about student progress while engaging in continuous reflection, adjustment and professional development.
The teacher will perform additional related duties as required.