Certified High School Math Teacher (26-27 School Year)

New Paradigm for Education•Detroit, MI

7h•Onsite

About The Position

New Paradigm For Education (NPFE) is seeking educators who have a relentless belief that all students can perform at high levels and deserve a quality education. NPFE is a non-profit Charter Management Organization (CMO) serving 2,100 students in Detroit, Michigan, specializing in maximizing student learning potential through proven education practices. The High School Math Teacher will develop and maintain high-quality academic-focused instruction, utilize a high-quality curriculum, implement strong instructional practices, culturally responsive teaching practices, and effective classroom management skills. The role involves building strong relationships with students and families, identifying and applying best practices in instruction and student achievement, and continuously implementing feedback for growth.

Requirements

Must possess a Bachelor’s degree, preferably in education or in mathematics.
Must have - or be on a path to - a valid Michigan Teaching Certificate.
Strong commitment to, belief in, and alignment with the school's mission and goals.
Demonstrate an ability to develop a positive, achievement-oriented, culturally responsive, supportive, and collaborative culture of high expectations that motivates and inspires students to learn.
Have a relentless belief that all students, regardless of their race and economic or social circumstances, deserve a quality education and can attain postsecondary success.
Have strong interpersonal, communication and relationship-building skills with both children and adults.

Nice To Haves

Prior classroom experience in High School is also highly preferred.

Responsibilities

Develop and maintain high-quality academic-focused instruction for all students.
Utilize a high-quality curriculum.
Implement strong instructional practices, culturally responsive teaching practices, and effective classroom management skills.
Build strong and lasting relationships with students and families.
Identify and apply best practices in instruction and student achievement.
Continuously implement feedback and seek growth.
Possess and implement knowledge of high school pedagogy and mathematics.
Write and implement lesson plans grounded in the curriculum, regularly incorporating constructive feedback.
Keep and use up-to-date data to monitor student progress and drive instructional choices.
Effectively integrate solid content knowledge into the curricula, make connections between the content and other parts of the student discipline(s), and develop relationships among topics and concepts in teaching plans and practices.
Integrate current best practices and research into teaching plans and practices.
Identify and integrate instructional goals that are valuable, clearly stated, measurable, suitable for diverse students, and that create opportunities for different types of learning.
Design coherent instruction (including learning activities, instructional materials and resources, instructional groups, lesson and unit structure, etc.) that reflect network curriculum and current best practices.
Effectively utilize questioning and discussion techniques to promote student participation.
Effectively and appropriately engage students in learning to maximize comprehension.
Provide accurate, substantive, constructive, specific, and timely feedback on student progress and performance.
Demonstrate flexibility and responsiveness to student needs by making adjustments to the lesson and seeking alternative approaches.
Accurately and thoroughly assess student learning using instructional goals and utilize assessment results to plan for individuals and groups of students.
Use student assessment information to assist the Special Educator in developing an effective standards-based Individual Educational Plan (IEP).
Accurately and thoroughly assess a lesson’s effectiveness and modify the lesson plan for future use.
Provide a safe learning environment and create and maintain an environment of respect and rapport.
Establish a culture for learning that incorporates the importance of the content, student pride in high-quality work, and high expectations for student achievement.
Effectively and efficiently manage classroom procedures including instructional groups, transitions, materials and supplies handling, and the performance of non-instructional duties.
Assure productive, effective, and efficient use of instructional assistants and volunteers in the classroom.
Demonstrate knowledge and understanding of students including their intellectual, social, and emotional characteristics, varied approaches to learning, skills, knowledge, interests, cultural heritage, economic influences, and family, school, and community context.
Solicit and utilize constructive feedback received from administrators and instructional coaches.
Work in teams to plan, problem-solve, and support one another on a daily basis.
Develop family-school relationships that foster the academic and social development of the child.
Encourage parents/guardians to participate in the daily life of the school and reach out to families through various means.
Establish connections and relationships among students and the larger community that support academic and social development.
Perform other ancillary duties as needed or assigned.