Teacher (Math), High School

**Position Objective**

To meet the school’s vision through the objectives of the IB MYP/DP and the American A.P. programs. To engage students from over 70 national and linguistic backgrounds in the AERO (American Education Reaches Out) standards. To participate fully in the expectations of the Stamford learning community that includes 1x duty per day, 1x co-curricular activity per week and 1x ‘advisory’ period per day.

**Responsibilities**

**The job holder’s responsibility for promoting and safeguarding the welfare of children and young persons for whom s/he is responsible, or with whom s/he comes into contact will be adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, s/he must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.**

**Teaching**:

- To teach classes within the High School - MYP Integrated Math, and if needed, DP AA/AI Mathematics.
- To work with students who are on a learning accommodation plan and/or require an additional support teacher in class
- To work with EAL mainstream students
- To use and refer to the defined standards in the curriculum and in teaching and learning
- To work and collaborate with colleagues to enrich curriculum and student learning
- To differentiate and target learning to students’ needs and proficiency levels using the Universal Design for Learning framework
- To be culturally and linguistically responsive and proactive

**Relationships**:

- To develop trusting and effective positive relationships with all the students in the classes and their parents
- To establish supportive, collaborative, and positive working relationships with all other members of staff
- To become a positive presence across the whole school and a representative of it within its wider community
- Having a sense of humor.

**Educational role**:

- Developing and executing the preparation, planning and delivery of child-centered learning activities in accordance with the school vision.
- Acting as a pastoral advisor, being responsible for the holistic academic and social-emotional well-being of these students, and in the case of grades 11 and 12, acting in a formal CAS Advisor capacity.
- Building on what students know, and differentiating to meet student needs
- Ensuring that the classroom environment is well-managed, properly ordered and neatly presented
- A willingness to analyze data such as MAP scores, and other formative and summative assessments
- Planning which emphasizes connections among curriculum areas and explicitly focuses on trans-disciplinary skills and the essential elements of MYP, DP and/or AP programs as needed
- Planning which accommodates a range of ability levels and learning styles; teachers are expected to modify and accommodate for students as needed, i.e. accommodating individual language needs (EAL), student support services, students who are struggling as well as students who need more of a challenge
- Planning in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and team’s essential agreements at all times
- Communicating professionally with students and families.
- Planning collaboratively for student learning
- Planning which is based on agreed student learning outcomes, in the context of the school-wide program.
- Planning work that builds on students' prior knowledge and experience.
- Planning significant units of inquiry, to be explored in depth.
- Implementing accurate assessment through the collaborative pre-planning and moderation processes.
- Planning work which emphasizes connections between and among curriculum areas
- Planning work which accommodates a range of ability levels
- Building on what students bring to the learning experience in the way of prior understanding.
- Ensuring a well-organized and stimulating learning environment
- Empowering students to feel responsible and to take action.
- Maintaining constant awareness of the needs of any children to whom English is a second or even a third or fourth language
- Using learning technologies to enhance learning.
- Supporting other aspects of the IBO programs (ex: Supervise Extended Essays and/or Personal Projects) as directed
- Being aware of students’ capabilities, their prior knowledge and planning teaching and differentiation as appropriate.
- Demonstrating an understanding of and taking responsibility for promoting high standards of literacy
- Providing clear and constructive feedback to students and their parents and caregivers
- Ensuring the documentation of curricul