AP High School Mathematics Teacher - Taiwan

Department: Academic Affairs
Function: Teaching Staff Responsible
For: Students
Reporting To: Assistant Principal or Principal
Key Relationships: Students, Staff, and Parents __________________________________________________________________________________
Purpose of Function
Foster a safe environment and support students’ academic and social development. Provide differentiated instruction and scaffolded support to students. Communicate with families concerning student goals and progress.__________________________________________________________________________________
Qualifications
Education: A masters in education or a related field is preferred. This can be replaced with a bachelors and 3+ years of previous experience in a teaching capacity or related field experience.
Experience:3+ years of teaching experience or related field experience Knowledge and Enduring Understandings:
international education context
child development
transparency versus confidentiality
emotional intelligence
growth mindset
Skills:
speaking and writing effectively in English
effectively managing relationships and using active listening
collaborative and flexible
helpful, courteous, and friendly
organized and detail oriented
adapting to change in a fast-paced environment
following oral and written instructions
taking initiative and executing quality products for an on-time delivery

Key Responsibilities
ensuring that all child protection and safeguarding expectations are met
completing his/her role in emergency evacuations and other site safety needs
supporting and supervising school activities to ensure the safety of all students
completing and revising curriculum via the Understanding by Design(UbD)planning approach
creating assessments to monitor the students' progress and attainment and including explicit performance criteria(rubric and/or scoring guidelines)
planning based on the UbD units with evidence of 1) differentiation to meet the needs of all students, 2)incorporating the 7 Cs, and 3) student voice and choice
initiating and attending meetings with colleagues to plan units/lessons, share ideas, analyze data, and make decisions
updating gradebooks on PowerSchool (Middle and Upper School) on a biweekly basis with at least 2 grades per week; using communication books (Kindergarten and First Program) to update parents weekly
marking assignments and providing written feedback that is constructive and comprehensive, focusing on achievements as well as next steps in learning
analyzing and using assessment data to inform teaching and the curriculum to meet the learning needs of all subgroups
laying positive behavior foundations that support self-regulation and effective interactions with peers and adults
handling off-task behavior and misbehavior respectfully and helping students to get back on track, repair damage caused, and develop self-discipline to prevent similar problems in the future
helping to prepare applicable materials/aids for lesson support that engages students and meets the needs of all students
explaining, referring to, and posting (electronically, bulletin board/ chart paper, etc.) essential questions, goals, rubrics, and/or learning objectives, sharing exemplars as appropriate
making use of a range of literacy strategies to support the development of students’ skills, understanding, and confidence in literacy
using inquiry-and/or project-based learning strategies to make connections to prior knowledge, real-life experiences, Taiwan, and/or other curricular area
presenting material clearly and explicitly, with well-chosen examples and vivid and appropriate language during lessons; addressing misconceptions
asking open-ended and scaffolded questions to get students to think critically and independently
differentiating and scaffolding instruction to meet students’ learning needs during lessons
ensuring that students are highly involved in focused and intentional tasks that showcase them as active learners and problem-solvers
using the physical space effectively during the lesson, including but not limited to, referring to anchor charts and word walls, creating center activities, and effectively grouping students for an intended purpose
communicating academic and pastoral concerns at an early stage
using no more than a 48-hour window to reply to communication from families via Outlook or phone calls (followed by an e-mail), sharing positive comments and areas of concern and cc-ing any appropriate parties (Head of Department or member of the Administrative Leadership Team) for support
preparing for and attending conferences as scheduled but also scheduling meetings with families as needs arise
attending and/or helping to plan/execute school and community events/tasks, including but not limited to, WASC Action Groups, community gatherings, and after-hours activities and competitions