Long-Term Substitute - Upper School Math

Groves Learning Organization•Saint Louis, MN

1d•Onsite

About The Position

The Long-Term Substitute will take on all aspects of an Upper School Math Teacher as indicated from the job description, including lesson planning. Groves has a highly specialized program with many supports in place for substitutes. We encourage you to apply even if you don't meet every requirement or qualification of the job. The Upper School Mathematics Teacher is responsible for delivering rigorous, evidence-based mathematics instruction to students in grades 9–12 with diagnosed learning disabilities, including dyslexia, dyscalculia, ADHD, and related learning differences. This role requires expertise in secondary mathematics content, the ability to provide structured and explicit instruction, and a commitment to promoting conceptual understanding. The teacher designs and implements instruction that is responsive to diverse learning profiles while maintaining high academic expectations. The Upper School Mathematics Teacher collaborates closely with division leadership, learning specialists, counselors, and families to ensure that instruction aligns with individual student learning plans and the mission of the school.

Requirements

Bachelor’s degree in Mathematics, Mathematics Education, Special Education, or a related field required.
Minimum of two years of experience teaching secondary mathematics.
Demonstrated ability to use diagnostic and formative assessment data to inform instructional planning and adjust teaching practices.
Experience in differentiating instruction to meet diverse learning profiles.
Commitment to evidence-based instructional practices and ongoing professional growth.
Successful completion of background check and required child protection training.
Knowledge of secondary mathematics content and progression of mathematical skill development.
Strong classroom management and organizational skills.
Knowledge of how learning disabilities, including dyscalculia and ADHD, impact mathematical reasoning and problem-solving.
Knowledge of diagnostic and formative assessment practices.
Skill in designing structured, explicit instruction while promoting conceptual understanding.
Skill in analyzing student work to identify misconceptions and instructional next steps.
Skill in differentiating instruction based on student learning profiles and performance data.
Ability to maintain a structured, predictable classroom environment that supports executive functioning.
Ability to communicate clearly and professionally with students, families, and colleagues.
Ability to collaborate effectively within interdisciplinary teams.
Ability to exercise sound professional judgment, maintain appropriate boundaries, and adhere to child protection and mandated reporting requirements.
Ability to adapt instruction and maintain flexibility in response to student needs.

Nice To Haves

Master’s degree in Mathematics, Education, Special Education, or a related field preferred.
Experience working with students with diagnosed learning disabilities, including dyscalculia, dyslexia, ADHD, and executive functioning challenges preferred.
Valid teaching license preferred; candidates eligible for licensure in Minnesota will also be considered.

Responsibilities

Plan and deliver mathematics instruction informed by student diagnostic data and ongoing assessment.
Design instruction that addresses individual skill gaps while advancing conceptual understanding.
Adjust pacing, grouping, and instructional methods in response to student performance and individual learning profiles.
Provide explicit, structured instruction in foundational and advanced mathematical skills as appropriate to course assignment.
Maintain consistent classroom routines and expectations that support executive functioning and engagement.
Use formal and informal assessments to monitor student progress and determine instructional next steps.
Analyze student work to identify patterns in errors, misconceptions, and skill development.
Adjust instruction based on data gathered through observation, formative assessment, and diagnostic review.
Maintain accurate and timely documentation of grades and progress in the school’s student information system.
Prepare progress reports and narrative feedback aligned to school timelines and individual student learning plans.
Collaborate with Student Study Teams (SST) to review student progress and implement targeted supports.
Implement instructional accommodations and modifications consistent with documented student needs.
Communicate concerns regarding academic progress, engagement, or student well-being to appropriate personnel in a timely manner.
Participate in division meetings, faculty meetings, and professional learning activities.
Collaborate with colleagues to ensure coordinated instructional and behavioral support for students.
Communicate proactively and professionally with families regarding student progress and expectations.
Respond to communication within established school guidelines.
Supervise students in assigned non-instructional duties.
Uphold all school policies related to child safety, mandated reporting, and professional boundaries.
Maintain appropriate professional relationships with students and families.
Complete required training in child protection and school procedures.
Perform additional duties as assigned by the Secondary Division Director.