Momentum Academy Teacher, Science

Howard County Public School System•Lawrence, MA

19d

About The Position

Under the direction of the school principal and/or assistant principal, the Secondary Science Teacher plans and provides appropriate learning experiences for all students. Secondary Science Teachers provide an atmosphere and environment conducive to the intellectual, physical, social and emotional development of individuals to ensure success for every student. Secondary Science Teachers are responsible for developing, selecting, and differentiating instructional plans and materials based on the HCPSS curriculum to meet the needs of all students. Momentum Academy teachers serve in a short-term, intensive setting that emphasizes restorative practices, family engagement, close collaboration with home schools, and continuous professional learning to support successful student transitions. Momentum Academy teachers will be expected to communicate with assigned home school transition staff weekly and spend one week a quarter supporting students and staff on-site at home schools. During these designated times, Momentum Academy teachers will work with administration to flex start and end times to align with contractual agreements and home school start and end times.

Requirements

Bachelor’s degree from an accredited college or university in an applicable field of education.
Hold a current Maryland State Department of Education Professional certificate or license in one the following areas:
Science 7-12
Biology 7-12
Chemistry 7-12
Earth/Science 7-12
Environmental Science 7-12
Physical Science 7-12
Physics 7-12
Middle School: Science 4-9
Out-of-state applicants are strongly encouraged to begin the application process for educator licensure with the Maryland State Department of Education in addition to uploading all required materials to your HCPSS employment application.

Nice To Haves

Three previous years of teaching experience.
Experience in an alternative education setting.
Training in Restorative Justice and/or Culturally Responsive Teaching practices

Responsibilities

Plan and implement instructional programs that adhere to system-wide goals and priorities and meet the needs, interests and abilities of students.
Prepare and document appropriate lesson plans for classes assigned, based upon HCPSS curricula, to achieve instructional objectives and achievement of curriculum goals.
Plan for and utilize flexible instructional strategies, multiple modalities, and targeted interventions to address significant academic gaps while maintaining alignment to HCPSS curriculum and standards.
Create an instructional environment that is conducive to the intellectual, physical, social and emotional development of students.
Establish learning objectives consistent with student needs, requirements of the HCPSS curriculum framework, and knowledge of human growth and development.
Creates a classroom environment that reflects a strong understanding of the physical, cognitive, social, and emotional development of middle school learners and uses this knowledge to design instruction, routines, and relationships that are developmentally responsive and trauma-informed.
Provide an instructional program to meet the needs of all students including students with disabilities.
Take all necessary safety precautions to protect students, equipment, materials and facilities.
Assist the administration in implementing all policies and rules governing student life and conduct.
Develop reasonable rules of classroom behavior and procedure and maintain order in the classroom in a fair and just manner.
Communicate standards, achievements and areas for improvement to students and families.
Provide timely and meaningful feedback to families and students.
Make provisions for being available to communicate proactively, respectfully, and consistently with caregivers and participate in family academies, conferences, and engagement opportunities aligned to the community school framework.
Plan and oversee purposeful assignments for paraeducators, student assistants, and/or classroom volunteers.
Provide non-evaluative input on paraeducator and/or student assistants’ job performance as requested.
Establish relationships with administrators, curricular office staff, colleagues, students, families and the school community that reflect recognition of and respect for every individual.
Appraise his/her own effectiveness and demonstrate successful application of skills and information acquired to increase effectiveness.
Participate in and share responsibility for the safe and orderly operation of schools.
Attend staff meetings, district professional learning events and serve on staff committees when required or requested to do so under reasonable terms.