Shawano Community High School: .5 FTE Math Teacher

Job Description: The Shawano School District is seeking to fill a part-time math teaching position at Shawano Community High School beginning with the 2024-25 school year. The successful candidate will be knowledgeable in required content areas, understand and utilize current practices and methodologies in teaching math, be able to successfully integrate technology into the classroom and have a genuine passion for making a difference in the lives of high school aged students. Knowledge of the instructional strategies, teaching principles, practices, techniques, and approaches specific for the College Preparatory Mathematics Program. If no prior experience with CPM, willingness to be trained.

Position Start Date: 8/21/2024

Qualifications:

  • Candidates must have excellent communication skills and the ability to work as a team member.
  • Candidates must be able to plan and prepare rigorous learning units that are engaging, relevant, address student needs and are based on best practices.
  • Candidates must be able to maintain a safe, respectful classroom environment and make a positive contribution to the school and district.

Apply now: https://wecan.waspa.org/Vacancy/208149

Contact email: mraduechel@shawanoschools.org

Apply for this position

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Algebra Tiles Blue Icon

Algebra Tiles Session

Event Schedule and Registration
  • 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

Schedule & Registration

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

The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

Building on Equity

Schedule & Registration

In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

Building on Assessment

Schedule & Registration

In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

Schedule & Registration

In Building on Discourse, participants will improve their 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 rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.

Core Connections Integrated III
Correlations

Correlation of INT3 to CCSS Appendix A PDF

Correlation of INT3 to CCSS Math Practices PDF

INT3 Text to CCSS Standards PDF

Core Connections Integrated II

Correlation of INT2 to CCSS Appendix A PDF

Correlation INT2 to CCSS Math Practices PDF

INT2 Text to CCSS Standards PDF

Core Connections Integrated I
Correlations

Correlation of INT1 to CCSS Appendix A PDF

Correlation INT1 to CCSS Math Practices PDF

INT1 Text to CCSS Standards PDF

Core Connections Algegra 2

CCSS Appendix A to Textbook CCA2 PDF

CCA2 Text to CCSS Standards Traditional PDF

Correlation CCA2 to CCSS Math Practices PDF

Core Connections Geometry
Correlations

Correlation of CCG to CCSS Appendix A PDF

CCG Text to CCSS Standards Traditional PDF

Correlation CCG to CCSS Math Practices PDF

Correlation of CCG to PARCC Model Framework PDF

Core Connections Algebra
Correlations

CCSS Appendix A to Textbook CCA PDF

CCA Text to CCSS Standards Traditional PDF

Correlation CCA to CCSS Math Practices PDF

Correlation of CCA to PARCC Model Framework PDF

Core Connections 3
Correlations

Core Connections 2

Core Connections 1