New LA Charter: Middle School Math Teacher Opening

About New LA Middle School:

New LA Middle School is a high performing independent charter middle school serving 300 students in grades 6-8.

The culture of the school aims to create a shared sense of mission, one that reinforces in our students a love of learning, a commitment to social justice, and respect for self and others. For more information about New LA Charter School, please visit our website at www.newlosangeles.org.

Summary:

New LA is seeking a high energy, well-organized Middle School Math Teacher who has proven success at the middle school level and is seeking a small school environment where they have the ability to shape the school’s culture and future. New LA is looking for a Math teacher that has a desire to become a teacher/leader and the ability to teach middle school Math in accordance with the Common Core State Standards.

At New LA, teachers play an important role in shaping the culture of the school and acting as teacher leaders. Teachers participate in school decision-making, collaborate on curriculum, scheduling and programs, and will be deeply invested in the mission, culture and success of the school.

JOB DESCRIPTION:

  • Provide a supportive learning environment for students;
  • Guide students to mastery of the Common Core State Standards in Mathematics;
  • Use data to inform practice, including participation in school wide benchmarking and intervention;
  • Serve as a student advisor; includes following the advisory curriculum, monitoring social, emotional, and academic progress, and acting as first contact for parents;
  • Participate in social justice and community engagement activities;
  • Participate in outdoor education programming, including multiple-day and overnight camping trip; Work well as a team player to prepare students for success in high school, college and the world beyond;
  • Serve as a positive role model; Collaborate well with colleagues – in grade level teams, curriculum teams, and full faculty.

QUALIFICATIONS:

In order to be considered for this position at New LA, candidates must:

  • Possess California Single Subject Math Credential (or be enrolled in a university program and intern eligible);
  • Have teaching experience at the middle school level and enjoy working with middle school students;
  • Demonstrate classroom excellence, including differentiated instruction and student-centered methodologies;
  • Be committed to the mission and values of New LA and able to articulate commitment to the mission;
  • Demonstrate commitment to social justice; Be flexible and be a team player;
  • Go the extra mile in order to meet the educational needs of our students;
  • Have a positive outlook, enjoy collaborating with colleagues and appreciate different points of view;
  • Bilingual in Spanish a plus.

COMPENSATION:

Certificated faculty members are compensated on the LAUSD Salary Scale for teachers plus 1%. Faculty members receive a generous package of medical benefits, and enrollment in the California State Teachers Retirement System (STRS) retirement plan.

TO APPLY:

Please forward only the following documents to jobs@newlosangeles.org in PDF format.

No calls please.

No additional materials.

Cover Letter (Letters should introduce yourself to the hiring committee, and must include specific examples of why you are attracted to the school and its mission, and why you would be a good fit at New LA)

Current Resume: Please submit the requested documents in PDF format.
More Information: https://www.newlamiddle.org/apps/pages/index.jsp?uREC_ID=188148&type=d&pREC_ID=1013149

Job Category: Math Teacher
Job Type: Full Time

Apply for this position

Allowed Type(s): .pdf, .doc, .docx

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Algebra Tiles Blue Icon

Algebra Tiles Session

  • Used throughout CPM middle and high school courses
  • Concrete, geometric representation of algebraic concepts.
  • Two-hour virtual session,
  •  Learn how students build their conceptual understanding of simplifying algebraic expressions
  • Solving equations using these tools.  
  • Determining perimeter,
  • Combining like terms,
  • Comparing expressions,
  • Solving equations
  • Use an area model to multiply polynomials,
  • Factor quadratics and other polynomials, and
  • Complete the square.
  • Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..

Foundations for Implementation

This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.

Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.

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Building on Instructional Practice Series

This series contains three different courses, taken in either order. The courses are designed for schools and teachers with a minimum of one year of experience teaching with CPM curriculum materials. Teachers will develop further understanding of strategies and tools for instructional practices and assessment.

Building on Equity

In this course, participants will learn how to include equitable practices in their  classroom and support traditionally underserved students in becoming leaders of their own learning. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for implementing Chapter 1 that creates an equitable classroom culture and curate strategies for supporting all students in becoming leaders of their own learning. Follow-up during the school year will support ongoing implementation of equitable classroom practices.

Building on Assessment

In this course, participants will apply assessment research to develop methods to provide feedback to students and to inform equitable assessment decisions. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

This professional learning builds upon the Foundations for Implementation Series by improving teachers’ ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rigorous, team-worthy tasks with all elements of the Effective Mathematics Teaching Practices.