The MS/US Math teacher must be willing and able to teach a combination of classes in 8th-12th grade including IB Math SL (current syllabus). In addition to teaching responsibilities, the teacher will also serve as an advisor to 8-10 students, engage in curriculum development and pursue professional growth.
All WIS teachers are expected to:
Create a classroom environment that promotes an exemplary learning community and generates interest, enthusiasm, and academic excellence among students
Demonstrate competence in their field
Display an understanding of learning and assessment practices
Commit to professional development and continuous improvement
Use technology platforms for grading, attendance, record-keeping, and collaboration with colleagues
Be punctual for instructional periods
Attend meetings and events during the school day and participate in parent-teacher conferences
Supervise and discipline students during class and rota periods
Be available to students within contractual hours, in addition to instructional time
Exhibit a willingness to contribute to the educational and communal aspects of the school
Possess excellent interpersonal skills and effective communication skills
MINIMUM QUALIFICATIONS (EDUCATION, CERTIFICATION, YEARS EXPERIENCE):
Bachelor’s degree or equivalent in Math or related field from an accredited university or college (Masters degree preferred)
At least three years of relevant teaching experience in Upper School.
KNOWLEDGE, SKILLS, ABILITIES (BEST PRACTICES, TEAM BUILDING, DETAIL ORIENTED):
*competence in their field
*collective inquiry into best practices (Project Zero, differentiation, etc.)
*an understanding of the the learning processes
*an understanding of assessment practices for and of student learning
*a commitment to continuous improvement and personal growth
*the ability to generate interest and enthusiasm
*the ability to create a classroom environment that encourages academic excellence, fosters the development of aesthetic sensibility, creativity, inquisitiveness and independent thinking
*work with management and staff in a constructive and cooperative manner. This involves such things as:
fulfillment of assignments such as home room duty, rotas, and supervision of common areas such as the lunchroom and the School grounds
the willingness and ability to accept direction from supervisors the willingness and ability to carry out assignments
the provision of reasonable assistance in making recommendations in curriculum development as needed
promptness in submitting reports, grades and other material, provided, however, that at least one week's time will be given for completing required reports
regular and punctual attendance during the full assigned class period
the taking and recording of attendance in class
attendance at regularly scheduled meetings and events during the school day
the supervision and discipline of students
attendance at parent teacher conferences where appropriate
the writing or contributing to school and college recommendations, within reason participation in occasional interviews of potential new students and occasional corrections of admissions tests
the provision of recommendations for textbooks and educational material as requested
the willingness to make themselves available at a mutually convenient time to students at break, lunch, during planning periods and, or after school within contractual hours
*teachers are expected to conduct themselves as professionals. This includes such things as: professional and personal support of students, colleagues, and the School the maintenance and protection of confidential information concerning students, colleagues and the School the resolution of conflicts with the School within the proper forum and through established procedures.
Technology skills required for the following:
assist in the day-to-day operation of the School
Promptness and accuracy in reporting, grading and record keeping and writing student letters of recommendation.
Teachers are expected to conduct themselves as professionals (protection of confidential information)
WORKING CONDITIONS (SCHEDULE, PHYSICAL DEMANDS, WORK ENVIRONMENT):
Ability to walk, sit, stand or kneel for 3 to 4 hours a day.
Ability to lift 15 to 20 lbs.
Ability to move across the Campus (Rotas duty, Drill)
Ability to attend field trips off Campus
Chaperone dances and other events on campus.
Teachers’ “hours at work” will be from 8:05 a.m. to 3:45 p.m. In addition, the Middle School may schedule faculty meetings in after school hours, provided such meetings are not held more often than twice a month and attendance is not required after 5:00 p.m.
Full-time teachers will have 18 to 20 hours of assigned responsibilities each week. This figure will include all teaching, supervision, assemblies, and mandatory meetings (e.g. staff meetings, curriculum planning meetings). A teacher will have a maximum of 25 hours of teaching per eight-day cycle (23 for science without a science technician)
Additional Salary Information: Salary is based on experience and degree earned
About Washington International School
Founded in 1966, Washington International School is a private, non-profit, Preschool-12 school profoundly committed to its mission: to be an exemplary learning community—enriched by differences, informed through inquiry, global in reach. Serving its full community of 900 plus students on two campuses, the school is multinational, multicultural, and multilingual.
The school’s challenging international program draws on classroom-based research on pedagogical practices and curriculum design from renowned organizations such as the International Baccalaureate (IB) and Project Zero, based in the Graduate School of Education at Harvard University. From Preschool through Grade 5 students follow the inquiry-based IB Primary Years Program; in Grades 6-10 they continue with a multidisciplinary and inquiry-based approach designed to enhance understanding and develop the skills and knowledge needed to succeed in the prestigious IB Diploma Program (DP). All students in Grades 11 and 12 are enrolled in the DP, which prepares them to take exams to receive the International Baccalaureate Diploma in addition to a WIS diploma. IB Diploma results are well above the worldwide pass rate, and WIS gra...duates attend highly selective colleges and universities in both the United States (about two-thirds in a typical year) and abroad.
Commitment to the intensive study of a second language is a core principle, with Pre-School, Pre-Kindergarten and Kindergarten classes taught entirely in French or Spanish. All instruction in Grades 1-5 is “dual language” in English and either French or Spanish. Chinese is an option beginning in Grade 6. Typically, one half to three-quarters of WIS graduates earn the Bilingual IB Diploma, demonstrating fluency in two languages.
The entire school community – alumni, parents, students, teachers, administrators and staff – are ardent advocates for international education. WIS has played a prominent role in setting a standard for a global perspective that many schools now emulate.
The school culture is highly egalitarian, with a strong emphasis on collaboration and understanding differing points of view. There is no typical WIS family: some households consist only of U.S. passport holders, others are all non-U.S. passport holders and many are a mix of nationalities. In addition to this global diversity, WIS also strives to achieve economic diversity: 14% of the students receive financial assistance.