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Lower School Math Specialist
The Pegasus School
Our campus is currently open with students on campus. We fully anticipate being an on campus school in the upcoming school year as well. Therefore, this would be an on-campus, NOT a remote position. Job Purpose: The basic purpose of this job is to serve as a mathematics curriculum leader and coach, while also supplementing mathematics instruction provided in classes by teaching an additional section of math to help reduce class size within a given grade level or by working with children, either as individuals or in small groups, who have been identified as needing specific mathematic instruction for enrichment or for intervention. Examples of Essential Functions:
The preceding functions have been provided as examples of the types of work performed by employees assigned this job classification. Management reserves the right to add, modify, change or rescind the work assignments of different positions and to make reasonable accommodations so that the qualified employees can perform the essential functions of the job.
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Experience/Training/Education: Required – Employee should have a Bachelor’s degree, possess Elementary (Multiple Subject) teaching credential, Mathematics Single Subject credential or the like and three years of teaching experience. Desirable – Master’s degree in the area of child development, early education, Mathematics or the like; five or more years of independent school classroom experience; specialization in Mathematics, specialized math course work, or curriculum development. Knowledge/Skills/Abilities: Requires knowledge and understanding of mathematical practices, research and methodologies; principles and methods for curriculum and training design; correspondence techniques and English composition, grammar, spelling and punctuation; knowledge of the Google Suite/Google Apps for Education, database and software applications. Skills required include instructing others on how to do something; monitoring and assessing performance; using training and instructional methods appropriate for the situation; use of standard office equipment including telephones, calculators, copiers and facsimile equipment. Ability to plan, organize and direct activities of students with mathematical difficulties; communicate information clearly both orally and written; analyze assessment data; provide effective coaching and feedback; able to prioritize tasks and communicate effectively with students, parents and other employees. |
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