High School Math Teacher

Kamehameha Schools

28d•$61,111 - $160,818•Onsite

About The Position

Kamehameha Schools Kapālama Campus is seeking a passionate High School Math Teacher for the 2026–2027 school year. This full-time position includes full employee benefits. We are looking for a student-centered educator who embraces Hawaiian culture-based learning and can teach across multiple high school math subjects. The ideal candidate values innovative, interdisciplinary instruction, supports the whole child, and aligns with Kamehameha Schools’ mission to develop learners grounded in culture, character, and academic excellence.

Requirements

An equivalent combination of education and experience may substitute for the requirements listed below.
Bachelor’s degree (degrees and course credits must be earned from a nationally or internationally accredited college or university).
Thorough knowledge of the subject area(s) to be taught and ability to develop interdisciplinary curriculum related to subject matter.
Knowledge of instructional methods that are age appropriate for assigned grade levels.
Ability to develop positive relationships with students and families within the context of a supportive learning environment.
Ability to work with and encourage students in the assigned grade levels toward accomplishing their personalized educational goals.
Ability to differentiate and personalize instruction to meet varying student needs.
Manage small and large groups of students in various instructional environments.
Communicate effectively with students, parents, counselors, and school administrators.
Build and maintain effective working relationships with students, colleagues and school administrators and to work collaboratively as a team.
Organize tasks and manage time to meet varied deadlines.

Nice To Haves

Bachelor’s degree in area related to one’s primary instructional responsibilities.
Master’s or doctoral degrees in one’s primary area of instructional responsibilities.
Demonstrated knowledge of, and/or recent experience with using age appropriate instructional strategies (e.g. differentiated instruction, project-based learning, personalized learning).
Ability to utilize, create or develop current technology applications for adaption to classroom and/or instructional use.
Recent teaching experience, coursework, or other activity in primary area(s) of instruction.
5 or more years of instruction in primary area(s) of instruction.
Previous experience teaching the age levels and subject area(s).
Athletics and performing arts appreciation and/or the ability to coach or support athletic teams, performing arts groups, academic or other student clubs.
Music and fine arts appreciation and/or the ability to sing, and/or play a musical instrument.
Knowledge of and sensitivity to social justice issues, global issues, sustainability, Hawaiian language, history, culture and Christian values.
Teaching credentials appropriate for the level of students being taught.
Demonstrated knowledge of current age-appropriate instructional strategies.
Recent teaching experience, coursework, or other activity in primary area(s) on instruction.

Responsibilities

Demonstrating Academic Competence in their subject area(s), and displaying an inclination for developing integrated and interdisciplinary work across the curriculum
Maintaining a Growth Mindset toward student learning, teaching practice, and personal/collective professional development
Demonstrating a high degree of Self-Efficacy (agency): teachers hold themselves accountable for learner outcomes, advocate for their students, work efficiently, and most importantly believe in their ability, the capability of their students and themselves to succeed and excel
Facilitating Problem-Solving, with curious minds, and critical thinkers who show a high degree of creative application in the implementation of data-driven curriculum and practice
Serving as Role-Models as innovative and creative learners who have an insatiable thirst for knowledge, personal growth, and being on the “cutting edge” of instructional practice and pedagogy
Collaborating effectively with a variety of stakeholder groups within the organization and with external partners to increase student performance and contribute to advancing the teaching and learning craft
Looking beyond the walls of their classroom and strive for/demonstrate Global Competence and how their work will expand the impact of students’ work to their families, and local and global communities
Deeply investing in the Learners’ Well-Being and health, safety, physical, socially, and emotionally. Teachers must recognize the relationship between social-emotional learning and academic performance and aspire toward developing and teaching the “whole child,” and Designing and facilitating differentiated and personalized learning goals and activities that follow a coherent sequence, are aligned to instructional goals, and engage students in high-level cognitive activity
The development of the Learners’ Strong Foundation based in knowledge of world and Hawaiian history and genealogy (`Ike Kupuna), care for the land (Aloha `aina), and Kupono--honorable character based in Hawaiian and Christian values. The commitment to these beliefs ensures that our Native Hawaiian students grow with a firm footing of character, identity, integrity and conviction
The development (and develop in themselves) a sense of Learners’ Native Hawaiian Identity. While knowledge of Hawaiian language, culture, and history can be helpful, it is not a prerequisite for Applicants. The key elements of identity as defined by our E Ola! Learner Outcomes can be applied universally and globally, as the E Ola! Spirit will resonate with an Applicant who finds common ground with these beliefs. Key elements of Hawaiian Identity are defined for Kamehameha as: Malama and Kuleana (social agency through community and global consciousness), Alaka’i Lawelawe (servant leadership) and Kulia (excellence)