Middle School Math Teacher (School Year 23-24)

Capital City is looking for innovative, experienced, and passionate teachers for the School Year 2023-2024.

At Capital City, we challenge the status quo every day. Our staff are skilled, compassionate, solutions-oriented, and unwavering in their commitment to give children of all ages, all backgrounds, and all abilities the education they need to thrive. If you want to help prepare the next generation of changemakers, apply today!

Teaching roles are 10-month positions, which are exempt and therefore not eligible for overtime pay under the provisions of the Fair Labor Standards Act.

Why teach at Capital City?

• Work hard and achieve results, together! At Capital City, teachers work on collaborative teams that grapple with challenges, celebrate successes, and support and learn from one another.
• Diversity, equity, and inclusion aren’t just buzzwords. We believe the diversity of our staff and the students we serve is our greatest asset. We take seriously the responsibility to achieve equity for our students and build a culture where staff engage in dialogue about race and work to build an inclusive culture.
• Invest in your own learning. Capital City prioritizes the professional growth and learning of our teachers through weekly internal professional development and opportunities to learn from experts around the country. Campus and school-wide leadership opportunities are available for teachers who want them.
• Make your classroom and curriculum your own. Our teachers value the autonomy they have at Capital City to design a curriculum that is dynamic, personal and exciting. There is a culture of innovation that is supported by Principals and Instructional Coaches.

In the following areas, the Mathematics Teacher is expected to:

Curriculum/Instruction

• Implement the principles and components of Expeditionary Learning and the Coalition of Essential Schools. Teachers at Capital City are expected to commit to learning these models.
• Work with the teaching team to plan and implement two learning expeditions per year with at least one being fully interdisciplinary. Learning expeditions should be planned using an agreed upon framework and should be designed to teach core grade level content and skills. Expeditions should be anchored by authentic and well-designed projects. Expeditions should also include meaningful fieldwork and service opportunities.
• Plan challenging and engaging lessons and experiences designed to help students achieve content and curriculum standards for their grade level (outlined in CCPCS Curriculum Frameworks). Ensure that lessons have multiple entry points and support structures so that children with different abilities and learning styles are successful.
• Work with science teacher to implement interdisciplinary math/science projects when applicable.
• Understand the needs and goals of students with Individual Education Plans (IEPs) and English Language Learners (ELLs). Differentiate instruction and provide accommodations and supports as needed.
• In keeping with the CES principle “Student As Worker, Teacher As Coach”, utilize a workshop model as the main format for instructional time. Keep whole group and lecture-style lessons to a minimum. Utilize the additional adults when available (ie, inclusion teacher, volunteers) to support individuals and groups within the workshop model and to maximize student engagement.
• Support student literacy (reading, writing, speaking, listening) across the curriculum.
• Work to help plan, develop, and refine a Middle School Math curriculum that addresses both local and national standards and motivates student learning in mathematics.
• Implement the Connected Mathematics Program (CMP) in Middle School.
• Develop strong long-range plans including a curriculum map for the year. Provide plans to the Principal. Share with inclusion teachers and other members of the teaching team. Provide students and their families with a year-long course syllabus.
• Incorporate diversity issues and multi-cultural content into curriculum and instruction throughout the year in big and small ways. Ensure that all students see their culture(s) represented in curriculum and materials.
• Develop and revise clear criteria and standards for quality work and regularly examine student work to ensure that it meets increasingly higher standards of quality.
• Display student work documenting the process that went into creating the work. Involve students in developing and creating displays.
• Plan exhibitions of student work at least twice per year to give students an opportunity to share their work with an audience of parents, other students, and community members.
• Plan and implement instruction for a Math Intensive, a quarterly course focused on specific Math skills.

Assessment/Accountability

• Conduct ongoing assessment of student work using multiple assessment tools including anecdotal records, performance assessments with rubrics, exams, and individualized assessments as appropriate and as specified in our school’s Accountability Plan. Use assessment data to plan for instruction and to set short and long-range goals. Ensure collection and submission of data specified in the school’s Accountability Plan.
• Regularly analyze student data to improve instruction, insure equity and make program recommendations and improvements.
• Ensure that each student has a portfolio with items outlined in the criteria for portfolio collection established by the teaching staff. Plan for portfolio collection and support students in selecting and reflecting on pieces for their portfolio. Work with the teaching team to coordinate the process.
• Maintain a working folder to be a collection of student work throughout the year in preparation for portfolios.
• Maintain a mathematics folder for each student charting progress using agreed upon assessments and notations.

Social Curriculum/School Culture

• Plan for and lead a Crew of 10-15 students. Develop plans with teaching team based on the social, emotional and academic needs of students. Incorporate community-building activities into daily advisory. Communicate regularly with Crew members and their parents.
• Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students at all times. Model, practice and discuss respectful, unbiased and effective communication with students.
• Involve students in creating classroom rules. Establish and consistently apply logical consequences for not following them.
• Uphold and support the school-wide discipline policies. Document serious and less serious infractions to the policies and seek help and support from colleagues and administrators when discipline concerns arise.
• Structure a classroom environment that is appropriate for the academic discipline(s), student-centered, print-rich and well organized. Involve students in the care and maintenance of the room.
• Involve students in meaningful community service.
• Engage students in age appropriate discussions of diversity. Use student observations, questions, actions and reactions as teachable moments to explore diversity.

Collaboration, Collegiality and Professionalism

• Plan at least weekly with the Middle School team. Team should jointly plan expeditions, advisory curriculum, service, and fieldwork. Team should check in regularly about portfolio requirements, homework expectations, long-term projects, and parent communication.
• Attend weekly consult-time with members of the Inclusion Team. Work and plan closely with Inclusion Team members to insure consistency and support for students with IEPs and English Language Learners.
• Communicate with mathematics teachers at other grade levels to ensure consistency of approach and preparation for Middle School/high School Mathematics.
• Be on time for classes, duties, team meeting and professional development activities. Communicate about and plan for absences in advance with teaching partners and the Principal.
• Seek to resolve conflicts with colleagues as soon as they arise. Seek support from the Principal when needed.
• Make classrooms open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program.

Professional Development

• Participate in weekly Professional Development Time (currently scheduled for Wednesdays, 2:00-4:15pm) and contribute to sessions by sharing ideas and student work, offering feedback, and facilitating some sessions or discussions.
• Participate in peer observation using protocols established and agreed upon by staff.
• Participate in a Summer Professional Development Institute. The Institute will be two weeks in August before students return.
• Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals.

Parent Communication and Involvement

• Prepare narrative progress reports 2 times per year using the reporting procedures agreed upon by the teaching staff and the principal. Collaborate as needed with other teachers.
• Conduct conferences with parents 4 times per year for the purpose of sharing assessments and student work and making recommendations. Support students in sharing portfolios with their parents.
• Communicate at interim reporting intervals with parents about student progress. Contact parents immediately when concerns arise about student performance or work completion.
• Involve parent volunteers in the classroom in ways that meet the needs of the class and utilize the strengths, talents, and interests of volunteers.
• Keep parents informed about classroom activities and units of study through on- going communication that includes weekly or bi-weekly newsletters and regular updates.
• Support parents in understanding the instructional approach at Capital City through regular communication. Assist with planning and facilitating at least one parent workshop per year.

Other Professional Responsibilities

• Attend and participate in school events. Teachers are asked to attend at least two community meetings or events per year (note: one of these may be the parent workshop that the teacher helps lead.)
• Check voicemail and e-mail daily and respond promptly to requests from parents, administrators and colleagues.
• Maintain an accurate and up to date record of student attendance and student participation in the school lunch program.
• Supervise students during lunchtime according to an agreed upon schedule.

Capital City seeks to employ experienced, credentialed teachers. Ideal candidates have a Master’s degree and 3+ years of full-time teaching experience.

Minimum required qualifications: Bachelor’s degree and at least one of the following:

• A major in education or field of instruction or equivalent 30 semester hours of credit
• District of Columbia teaching license in field of instruction
• Two years of verifiable teaching experience as a teacher of record
• One year as a support teacher at Capital City and enrollment in a teacher education or certification program

Additionally strong candidates have:

• A commitment to meeting the needs of a diverse population
• Experience working in urban environments
• Strong knowledge of pedagogy and experience teaching in a constructivist way
• Proven ability to work as a member of a team
• Strong leadership capabilities
• A commitment to their own learning.

In addition to the above requirements, teachers must meet the requirements of all hires at Capital City including a criminal background check and a negative TB test.

This position is subject to the DC Mayor's Order 2021-109, requiring all adults regularly in schools to be up-to-date on all vaccinations for Covid-19.