* 1-week training in June 2017; daily duties begin in August 2017 ____________________________________________________________________________
DEPARTMENT: Middle School SUPERVISOR: Middle School Director CLASSIFICATION: Faculty ____________________________________________________________________________
MISSION: The mission of Canterbury School is to develop the whole child by challenging the mind and nourishing the spirit in a diverse community guided by Judeo-Christian values.
SUMMARY: Teachers at Canterbury are passionate, innovative, and dedicated members of the Canterbury community who embrace the unique philosophy and traditions of the School while always striving for excellence. Teachers are committed to growth as professionals and individuals, and value and respect every member of the community. Teachers are committed to helping students achieve success and to the mission and values of Canterbury School.
ESSENTIAL DUTIES AND RESPONSIBILITIES INCLUDE THE FOLLOWING:
Demonstrates a desire to meaningfully integrate technology into the classroom
Employs a variety of teaching methods to engage different learning styles and ability
levels in the classroom
Prepares motivating and stimulating lessons that reflect knowledge of the curriculum,
child development, and student abilities
Encourages an inclusive classroom that accepts the different perspectives and
backgrounds of the students and elicits a greater understanding of the world around them
with a global perspective
Utilizes a variety of assessments and uses data in the classroom to develop lessons and
instructional activities as needed
Updates curriculum and materials as needed.
Teaching and Learning Environment:
Creates a learning environment that is motivating and age appropriate, setting clear expectations for classwork and homework while maintaining current books and instructional resources that support the classroom learning
Seeks to actively know students’ strengths and weaknesses and responds promptly and with care to parent concerns. Communicates effectively with parents, colleagues, and administrators
Maintains an accurate and organized system for monitoring student grades and records. Meets reporting deadlines and requirements and follows school-wide procedures for reporting grades
Prepares well-thought-out and thorough conference reports and written documentation on student progress
Maintains substitute plans and engages substitutes in advance when needed and when possible
Demonstrates strong classroom management skills.
Demonstrates a willingness to learn, grow, and improve as a teacher
Continues to update knowledge of content area(s) taught
Engages in goal setting and review process with assigned administrator
Attends and participates appropriately in full, divisional, and departmental/team faculty
School and Community:
Maintains a positive attitude and approach
Represents the School in the larger community in a positive manner
? Assists with projects and school-wide initiatives
Other work-related duties as assigned by supervisor or management.
QUALIFICATIONS: The middle school math program is a high-quality, advanced program based on the latest academic research into best practices. It has as its foundation very high expectations for content standards that are derived from the National Council of Teachers of Mathematics. In terms of outcomes, our students consistently match or exceed the Independent School norms on the Math sections of the ERB CTP4 Spring Tests. In terms of day-to-day, our students are actively engaged in exploring advanced math topics under the guidance of our math teachers, who have all? ?been trained at Michigan State University with the Connected Math Program authors and development team.
This is NOT a traditional math position. At Canterbury we have embraced the Connected Math Program (CMP).
“CMP is a coherent problem-centered curriculum that promotes an inquiry-based teaching-learning classroom environment. Important mathematical ideas are identified and the essential understandings of these ideas are embedded in a carefully-sequenced set of problems. The curriculum helps students grow in their ability to reason effectively with information represented in verbal, numeric, graphic and symbolic forms and to move flexibly among these representations to produce fluency in both conceptual and procedural knowledge....
The CMP materials reflect the understanding that teaching and learning are not distinct -- ‘what to teach’ and ‘how to teach’ are inextricably linked. The
circumstances in which students learn affect what is learned... In developing the CMP curriculum, we have taken the following words of Jerome Bruner to heart: ‘If it (new curriculum) cannot change, move, perturb, inform teachers, it will have no effect on those they teach. It must first and foremost be a curriculum for teachers. If it has any effect on pupils, it will have it by virtue of having an effect on teachers.’ (Bruner 1977, p.xv)....
The overarching goal of CMP is to help students and teachers develop mathematical knowledge, understanding, and skill along with an awareness of and appreciation for the rich connections among mathematical strands and between mathematics other disciplines.” (p.2, 4, Implementing and Teaching CMP)
The Middle School Math Teacher will be part of a high-functioning middle school math department which meets weekly and collaborates on planning, instructional practices, student support, and assessment creation. As with any teacher at Canterbury, there is an expectation that this person will be open to peer feedback, creative discussion, child-centered in their approach, and fully supportive of and excited to promote the CMP program.
The Middle School Math Teacher will also be an advisor to a group of approximately 15 students and as such, will be the first point of contact for both those students and their parents. As with any independent school position, the Middle School Math Teacher should be ready to chaperone class trips, take on typical day-to-day duties such as lunch and carpool duties, and engage fully in all school or division wide events/experiences that develop the whole child.
EDUCATION and/or EXPERIENCE: Bachelor’s degree required. A Master’s degree, prior teaching experience, and the ability to contribute meaningfully to extracurricular programming are preferred. Candidates must have excellent writing, interpersonal, and organizational skills, and the ability to work with independence in dealing with the diverse elements of the academic environment.
Bachelor's degree required, master's degree and experience preferred
Canterbury School was founded in 1993 as a co-educational Episcopal day school and serves 380 students from PreK through 8th grade. Our PreK-8th grade structure: concentrates resources on the education of young children; our small size means every child is individually known and loved; we educate the whole child: mind, body and spirit; and as an Episcopal School, we have a tradition of strong academics in an environment that values diversity.