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.