Vance Early College High School (VCEC) Advance High School Math Teaching Position

Opening Date: July 31, 2024
Closing Date: Until Filled
Start Date: August 1, 2024
Reports To: VCEC Principal
Primary Purpose
Provide students with innovative learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in a college and workplace environment.
Qualifications
Education/Certification:

• Bachelor's degree from an accredited university
• Valid North Carolina teaching certificate with required endorsements for subject and level assigned
• Master’s degree and a minimum of 18 graduate hours in the content area preferred, but not required

Special Knowledge/Skills:

• Knowledge of the assigned content area
• General knowledge of curriculum and instruction
• Knowledge and understanding of differentiated instruction that aligns with MTSS Standards
• Knowledge and understanding of project-based learning and service-learning practices
• Ability to instruct students and manage classroom behaviors
• Strong organizational, communication, and interpersonal skills
• Success in preparing high school students for high school and college studies

Experience:

• At least three years of teaching experience
• Experience must be in the assigned content area

Major Responsibilities and Duties
Instructional Program:

• Powerful teaching and learning. Classroom instructional methods must be based on best practices as identified and proven by current research. Traditional didactic lecture and text-based homework-style teaching are to be kept to an absolute minimum if used. All learning events and activities must be designed to lift students’ understanding to the highest possible levels of Marzano’s “Learning Taxonomy.” Learning events and activities must “emphasize depth over breadth” and “inquiry-based learning over rote memorization.”

• Integrated curriculum. Teachers must design learning events and activities that lead students to demonstrate an “understanding and appreciation of connections among disciplines and contextual relevance of the study.” Traditional classroom instructional methods often do not fit this requirement; teachers are required to develop a methodology based on current research-based best practices.

• Relevance. Teachers are expected to design learning activities that actively demonstrate “greater relevance between the ‘work’ of students and adult work.” In addition, assigned “projects and assessments ask students to make meaning of knowledge, apply it, and create or construct new knowledge.”

• Academic rigor. All student coursework assignments are required to engage students in active, in-depth learning through sustained writing and revision in all subject areas, collaborative project-based learning, interdisciplinary curriculum integration, intellectual inquiry, Paideia-style seminars and discussions, and the development of critical thinking and problem-solving skills. Learning events and activities must be aimed at the “development of contextual, applied problem-solving ability” and the “development of academic skills and personal habits that lead to social competence and understanding of self in society.”

• Technology use. The use of technology as a tool in learning is not only encouraged, it is required. Learning events and activities must be designed to facilitate as much student use of technology as possible and lead students to the highest possible level of familiarity and competence.

• Differentiated instruction. Teachers are expected to actively solicit student input into the actual design of instruction and assessment to the extent that a significant portion of each student’s learning experience is accomplished using activities and methods consistent with his/her individual learning style preferences. Work cooperatively with special education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP).

Student Growth and Development:

• State accountability testing. The goal of student EOC outcome is college readiness. Teachers are expected to include only the necessary amount of traditional testing in their assessment designs to familiarize students with the format and make them comfortable using it to demonstrate knowledge.
• Multiple assessment methods. Students are to be subject to various assessments to give them every possible chance to demonstrate what knowledge and skills they’ve gained and/or developed. Teachers are expected to design a significant portion of their learning events and activities so that students can choose at least two assessment avenues by which to earn credit for those events and activities.
• Rubrics. Teachers will develop rubrics for all assessments that give students specific benchmarks of excellence to aim for. Grade benchmarks will be used in all courses, specifying which rubric levels (combined over each grading period) will be necessary to attain which grades. Revision of work products originally deemed marginal or worse is integral to this process and will be actively encouraged in all classes.
• Grading system. VECHS grades are assigned according to the Vance County Schools grading formula.
• Student-led conferencing. Once each quarter, all VECHS staff will participate in mandatory Quarterly Parent Meetings. The second and fourth of these each year, falling at the end of the two semesters respectively, include student-led conferences wherein each student presents to his/her parent(s) his/her portfolio in each course, demonstrating knowledge and skills acquired over the course of the grading period.

Classroom Management and Organization:

• Always put student needs ahead of teacher convenience or preference. Be a servant leader at all times.
• Teach the whole child, not just academics.
• Create a classroom environment conducive to learning and appropriate for students' physical, social, and emotional development.
• Manage student behavior in accordance with the Student Code of Conduct and student handbook.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

Communication:

• Establish and maintain open lines of communication by conducting conferences with parents, students, principals, and other teachers.
• Maintain a professional relationship with colleagues, students, parents, and community members.
• Use effective communication skills to present information accurately and clearly.
• Communicate weekly with parents and school stakeholders about student progress and upcoming events.

Other:

• Participate in staff development activities such as CIHS webinars, VECHS meetings, and content-specific and other professional development to improve job-related skills provided by LEA, state, and regional agencies.
• Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by the campus principal.
• Keep informed of and comply with state, district, and school regulations and policies for classroom teachers.
• Compile, maintain, and file all physical and computerized reports, records, and other documents required.
• Serve on school-wide committees, teams, and task forces as assigned.
• Desire to build and grow the culture, processes, and structures of VECHS.
• Daily attendance and punctuality at work are essential functions of the job
• Other duties as assigned.

Working Conditions
Mental Demands/Physical Demands/Environmental Factors:

• Maintain emotional control under stress.
• Frequent standing, stooping, bending, pulling, and pushing. Move small stacks of textbooks, media equipment, desks, and other classroom equipment.

Other Important Information
Before continuing in the application/interview process, candidates must understand that we do not do things the way other high schools do them. As part of the NC Cooperative Innovative High Schools Initiative, we are charged with designing and implementing instructional, assessment, and support systems that incorporate, as fully as possible, those “best practices” identified and proven by current research to most completely and effectively prepare students for college and the workplace. For that reason, it is crucial that VECHS staff know and embrace certain professional expectations before employment. Please read the following sections carefully and make certain you can both agree with and enthusiastically incorporate these CIHS Principles in your performance as a staff member at VECHS.
CIHS Principles:
Schools that prepare all students for college, careers, and life share more than high graduation rates. They share a set of expectations and effective practices captured by six essential principles, which guide our work and provide a foundation for effective change. These principles include:

• Believe in a common set of high standards and expectations that ensure every student graduates ready for college — schools maintain a common set of standards for all to eliminate the harmful consequences of tracking and sorting students.
• Uphold common standards for high-quality, rigorous instruction that promote powerful teaching and learning.
• Demonstrate personalization — educators must know students well to help them achieve academically.
• Redefine professionalism, creating a shared vision so that all school staff take responsibility for the success of every student.
• Work from a purposeful design where the use of time, space, and resources ensures that best practices become common practice.
• Empower shared leadership embedded in a culture of high expectations and a collaborative work environment to ensure the success of each student.

NOTE: The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, or skills that may be required.

Position Type: Full-time

Job Category: Classroom Teacher Advance High School Math