Charter Job Detail

The responsibilities of the Middle School Math Specialist include:

Curriculum/Instruction

• Implement the principles and components of EL Education. Teachers at Capital City are expected to commit to learning this model.
• Work with the teaching team to plan and implement differentiated instruction, as determined by unit assessments, interim data, informal classroom assessments, and curricular content.
• Co-plan and co-implement challenging and engaging lessons and experiences designed to help students achieve content and curriculum standards as well as align with Common Core (outlined in CCPCS Curriculum Frameworks). Ensure that lessons have multiple entry points and support structures so that children with different abilities and learning styles are successful.
• Understand the needs and goals of students with Individual Education Plans (IEPs) and English Language Learners (ELLs). Differentiate instruction and provide accommodations and supports as needed.
• In keeping with the principle “Student As Worker, Teacher As Coach”, support teachers in utilizing a workshop model as the main format for instructional time, keeping whole group and lecture-style lessons to a minimum.
• Support student literacy (reading, writing, speaking, listening) across the curriculum.
• Work to help develop and support the implementation of a vertically aligned middle school mathematics curriculum that addresses both local and national standards and motivates students to learn math.
• Develop strong long-range plans that include intervention overviews and targets determined by data.
• Participate in Child Study/SST meetings for students in need of math interventions.
• Incorporate diversity issues and multi-cultural content into curriculum and instruction throughout the year in big and small ways. Ensure that all students see their culture(s) represented in curriculum, materials, systems, and celebrations.
• Develop and revise clear criteria and standards for quality work and regularly examine student work to ensure that it meets increasingly higher standards of quality.
• Display student work documenting the process that went into creating the work. Involve students in developing and creating displays.
• Support students in showcasing their grade level work during Celebrations of Learning to give students an opportunity to share their work with an audience of parents, other students, and community members.

Assessment/Accountability

• Conduct ongoing assessment of student work using multiple assessment tools including anecdotal records, performance assessments with rubrics, exams, and individualized assessments as appropriate and as specified in our school’s Accountability & Strategic Plans. Use assessment data to support planning for instruction and to set short and long-range goals. Ensure collection and submission of data specified in the school’s Accountability Plan and Strategic Plans.
• Regularly analyze student data to support teachers to improve instruction, insure equity and make program recommendations and improvements.
• Maintain the math sections of the MS Data Roster, charting progress for each student.
• Help maintain the unit assessment and fluency systems to ensure structural consistency, vertical alignment, and accurate reporting.

Social Curriculum/School Culture

• Communicate respectfully to students at all times. Model, practice and discuss respectful, unbiased and effective communication with students.
• Uphold and support the school-wide discipline policies. Document serious and less serious infractions to the policies and seek help and support from colleagues and administrators when discipline concerns arise.
• With teachers, co-structure a classroom environment that is appropriate for the academic discipline(s), student-centered, print-rich and well organized. Involve students in the care and maintenance of the room.

Collaboration, Collegiality and Professionalism

• Co-plan at least weekly with grade level teams. Teams should check in regularly about portfolio requirements, homework expectations, long-term projects, and parent communication. Attend weekly consult-time with members of the Specialist Team. Work and plan closely with Inclusion Team members to insure consistency and support for students with IEPs and English Language Learners and to inform co-planning and implementation with teaching teams.
• Provide expertise, support and feedback to the Inclusion Teacher who will be co-teaching/supporting mathematics. Communicate with math teachers at other grade levels to ensure consistency of approach and preparation for LS/middle school/high school math.
• Be on time for classes, duties, team meeting and professional development activities. Communicate about and plan for absences in advance with teaching partners, the Principal, and the Instructional Coach.
• Seek to resolve conflicts with colleagues as soon as they arise. Seek support from the Admin Team when needed.
• Make classrooms and Department events open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program.

Instructional Leadership & Professional Development

• Participate in weekly Professional Development Time (currently scheduled for Wednesdays 2:00-4:15 p.m.) and contribute to sessions by sharing ideas and student work, offering feedback, and facilitating some sessions or discussions.
• Participate in peer observation using protocols established and agreed upon by staff.
• Participate in a Summer Professional Development Institute. The Institute will be two weeks in August before students return.
• Assist in coordinating a school-wide math program that meets the needs of all students in collaboration with the building Principal, Instructional Coach and teaching staff.
• Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals.
• Serve as a resource for teachers by demonstrating and suggesting strategies, ideas or materials that can enhance instruction and support students who are at risk of not meeting academic standards.
• Provide and facilitate professional development workshops, model strategies or techniques and teach demonstration or collaborative lessons in the classroom to support teachers in meeting the needs of struggling mathematicians.
• With support from the Instructional Coach, design and lead (or co-lead) professional learning for Department members in form of Department Meetings, Math Cadre, and/or Lead Learners groups, differentiating based on the needs of department members and attending to the Principles of Adult Learning.
• Provide leadership in the area of math instruction for the school and school community.

Family Communication and Involvement

• Support the writing of narrative progress reports 2 times per year using the reporting procedures agreed upon by the teaching staff and the principal. Collaborate as needed with other teachers.
• Conduct conferences with parents 4 times per year for the purpose of sharing assessments and student work and making recommendations. Support students in sharing portfolios with their parents.
• Communicate at interim reporting intervals with parents about student progress. Contact parents immediately when concerns arise about student performance or work completion.
• Involve family volunteers in Department-wide events in ways that meet the needs of the class and utilize the strengths, talents, and interests of volunteers.
• Keep families informed about Department activities and units of study through on-going communication that includes newsletters and/or regular updates.
• Support parents in understanding the instructional approach at Capital City through regular communication. Assist Department teams in planning and facilitating at least one parent workshop per year.

Capital City seeks to employ experienced, credentialed teachers. Ideal candidates have a Master’s degree and 3+ years of full-time teaching experience.

Minimum required qualifications: Bachelor’s degree and at least one of the following:

• A major in education or field of instruction or equivalent 30 semester hours of credit
• District of Columbia teaching license in field of instruction
• Two years of verifiable teaching experience as a teacher of record
• One year as a support teacher at Capital City and enrollment in a teacher education or certification program

Spanish speakers are desired.

In addition to the above requirements, teachers must meet the requirements of all hires at Capital City including a criminal background check.