Part-Time Upper School Math Teacher

Part-Time Upper School Math Teacher ## REPORTS TO: Upper School Director ## FLSA JOB CLASSIFICATION: Exempt, 10 Month Position, Part-Time ## JOB PURPOSE: Greensboro Day School seeks an experienced math teacher for a part-time Upper School Math Teacher position for the 2026-2027 school year to teach two sections of Advanced Placement (AP) Statistics. Greensboro Day School teachers are mission focused, human-centered and experts of their craft. They are responsible for supporting the intellectual, physical, social, and emotional growth of their students and facilitating a classroom community of respect, kindness, integrity, and responsibility. GDS teachers are lifelong learners, field experts, and most of all, champions of children. They design and develop effective learning experiences that are developmentally appropriate, engaging, and guided by evidence-based practices and cognitive research. The Part-Time Upper School Math Teacher promotes the development of mathematical reasoning, communication, connections, and representation across a range of topics/disciplines. They will teach students foundational math skills and develop critical thinking, recognizing the diversity of problem solving approaches students bring to the classroom. The Part-Time Upper School Math Teacher is responsible for 2 sections of upper school math. This is a 10-month, on-campus position, five days per week, Monday through Friday (class meets every other day), and requires occasional evening and weekend work. ## PRIMARY RESPONSIBILITIES: - Teaches 2 sections of Upper School Math - Potentially advises 12-18 students during the dedicated advisory period - Effectively plans, implements, and assesses student learning - Designs curriculum and applies a pedagogical approach that are aligned with appropriate child and adolescent developmental stages - Uses varied methods of instruction and assessment that are in accordance with the School’s mission, Statement of Community, educational philosophy, and departmental curriculum and competencies - Aligns curriculum with teachers of the same grade level or course - Implements a variety of brain-based teaching strategies including movement, interleaving, and other effective strategies informed by the learning sciences to maximize each student’s learning potential - Effectively implements best-practice pedagogical strategies that include a variety and balance of direct instruction, individual student practice, whole-class discussion, collaborative learning, inquiry-based learning, experiential, and hands-on learning - Clearly defines and communicates expectations for student success - Uses assessments as a student learning tool by providing clear and timely feedback so students can learn from their mistakes and improve their long-term learning - Understands the strengths and growth areas of each student - Reflects on lesson design, implementation, and student outcomes and makes adjustments to ensure student success - Manages the classroom to ensure a physically and emotionally safe climate at all times for self and students - Responds to needs of the whole class and individual students and collaborates with the counseling and learning support staff to understand and implement teaching strategies recommended in learning plans - Cultivates in each student an understanding of and appreciation for a wide range of perspectives, approaches to learning, and content - Develops and regularly updates the curriculum framework and syllabi in collaboration with the Associate Head of School for People & Program, division director, department chair, colleagues, and/or consultants on an annual basis and during the curriculum review cycle - Participates in the Professional Growth and Development Program focusing on Planning and Preparation, Instruction, Classroom Environment, and Professional Responsibilities (Danielson Framework) as outlined in the Employee Handbook ## ADDITIONAL RESPONSIBILITIES: - Shares in the day-to-day life of…