Career Center

The 6th Grade Math Teacher works with Math Specialist and classroom teachers to provide differentiated instructional support for sixth-grade students.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following.

• Working with the Elementary Math Specialist, support Math instruction and curriculum alignment.
• Provide direct instruction and support for sixth-grade students in enrichment and advanced courses of study, which may include pre-algebra and algebra.
• Serve as a sixth-grade advisor.
• Participate as part of the sixth-grade teaching team by supporting daily study hall time and helping students with Math based questions.
• Teach regular elective classes for the "Explorations" period.
• Promote learning in the areas of academic, social-emotional, and physical development and generate enthusiasm of children to actively participate in the learning process.
• Assess and provide for individual differences among students, working collaboratively with the division learning specialist, math specialist, science specialist, director of innovation, and director of teaching and learning.
• Model strong co-teaching and collaboration with colleagues.
• Verbally communicate with students in a positive manner. Communicate respectfully, clearly, and honestly in verbal, electronic, and written form with parents, administrators, and colleagues regarding curriculum, students, and child development issues.
• Keep current in contemporary pedagogical thinking, strategies, and techniques through reading professional journals and attendance at professional conferences, workshops, and courses.
• Integrate meaningful and appropriate use of technology within the curriculum and as a communication tool.
• Other duties may be assigned.

EDUCATION AND EXPERIENCE: Valid elementary-level California teaching credential preferred, including a minimum of Bachelor's degree and student teaching experience.

INDIVIDUAL PREREQUISITES: To perform this job successfully, an individual must be able to perform each essential duty to the satisfaction of the administration. The requirements listed below are representative of the knowledge, skill, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

BEHAVIORAL SKILLS: Demonstrate personal integrity, friendliness, patience, fairness, openness, non-defensiveness, sensitivity, flexibility, and enthusiasm.

LANGUAGE SKILLS: Ability to read, analyze, and interpret written documents, professional literature and material pertinent to elementary education, curriculum and child development. Ability to write reports, academic and developmental evaluations, curricular plans, letters to parents and others. Ability to verbally articulate information and respond to children, parents, colleagues, and administrators in the areas of curriculum, instruction and child development.

MATHEMATICAL SKILLS: Ability to add, subtract, multiply and divide using whole numbers, fractions and decimals; create and interpret graphs; compute ratio and percent.

TECHNICAL/TECHNOLOGY SKILLS: High comfort level and proficiency with technology as a teaching, learning, and communication tool.

REASONING ABILITY: Ability to solve practical problems and apply common sense in dealing with every day and emergency situations. Ability to interpret a variety of instructions furnished in written, oral, diagram and schedule form.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by a teacher to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to talk and hear. The employee is required to stand, walk, sit, climb, use hands to finger, handle, or feel objects, tools, or controls, reach with hands and arms, stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move children of all sizes in the classroom. Specific vision abilities required include close vision, distance vision, peripheral vision and ability to adjust focus.

WORK ENVIRONMENT: The work environment described here is representative of what a teacher encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment varies from quiet to moderate to noisy.