[2026-2027] Middle School Math Teacher (Long-term Leave Coverage)

About Beginning with Children (BwC)

Beginning with Children Education Network (BwC) is a network of public charter schools founded over 30 years ago in Brooklyn, NY, committed to preparing students to thrive in college and beyond. Our schools, Beginning with Children Charter School 2, Community Partnership Charter School, and Community High School, serve students in grades PreK-12 and are grounded in a belief that all students deserve access to rigorous, student-centered, and joyful learning environments.

At BwC, we are deeply committed to equity, academic excellence, and strong relationships. We invite talented and innovative educators to join us in our mission to provide quality instruction to every child in every classroom. We are an Equal Opportunity Employer committed to fostering a diverse and inclusive workplace.

About Beginning with Children Charter School 2 - Middle School

Beginning with Children Charter School 2 - Middle School is committed to providing a rigorous, supportive, and inclusive learning environment where students develop the academic skills, confidence, and character necessary for success in high school and beyond. Our school emphasizes strong relationships, high expectations, and engaging, student-centered instruction that supports the academic and social-emotional growth of every learner.

Role Overview

Beginning with Children Charter School 2 - Middle School is seeking a dedicated, student-centered Middle School Math Teacher to provide long-term leave coverage beginning in Winter 2026, with a primary focus on 8th-grade mathematics.

The Math Teacher will assume responsibility for classroom instruction, lesson planning, student assessment, and classroom management during the leave period. This individual will deliver rigorous, engaging, and standards-aligned mathematics instruction that strengthens students' mathematical reasoning, problem-solving skills, and conceptual understanding while preparing them for success in high school mathematics, including Algebra I.

The ideal candidate has a strong foundation in middle school mathematics, experience managing a classroom independently, and the ability to maintain instructional continuity and a positive learning environment. This individual will collaborate closely with school leadership, instructional teams, and support staff to ensure students continue making meaningful academic progress throughout the coverage period.

Responsibilities

Instructional Planning and Delivery

• Plan and deliver rigorous, engaging, and differentiated mathematics instruction aligned with New York State Next Generation Mathematics Learning Standards.
• Teach gradelevel mathematics content, primarily 8thgrade standards, including expressions and equations, functions, geometry, statistics, and mathematical reasoning.
• Maintain continuity with established curriculum, pacing guides, instructional expectations, and classroom routines throughout the leave coverage period.
• Develop students' conceptual understanding, procedural fluency, and ability to apply mathematical concepts to realworld problems.
• Prepare students for high school mathematics coursework by strengthening foundational algebraic thinking and problemsolving skills.
• Design lessons that incorporate mathematical discourse, collaborative problemsolving, and opportunities for students to explain and justify their reasoning.
• Use manipulatives, visual models, instructional technology, and evidencebased teaching strategies to support diverse learning needs.
• Differentiate instruction and provide targeted interventions and enrichment to address varying levels of student readiness.
• Collaborate with special education teachers to implement appropriate accommodations, modifications, and instructional supports for students with IEPs.
• Establish clear instructional objectives, communicate high expectations, and provide meaningful feedback to support student growth.

Student Assessment and Academic Progress

• Develop and administer formative and summative assessments aligned with gradelevel mathematics standards and instructional objectives.
• Analyze assessment data, student work, and classroom performance to identify learning gaps and adjust instruction.
• Monitor student progress toward gradelevel proficiency and implement targeted interventions for students requiring additional support.
• Collaborate with gradelevel teams and instructional leaders to review student performance data and implement strategies to improve academic outcomes.
• Prepare students for applicable New York State mathematics assessments through standardsaligned instruction and targeted skill development.
• Maintain accurate and timely records of student performance, assignments, grades, and attendance in designated school systems.
• Communicate student achievement, strengths, and areas for growth to families and school leadership.
• Maintain organized instructional materials and student progress documentation to support continuity during and following the leave coverage period.

Classroom Culture and Student Support

• Establish and maintain a positive, structured, culturally responsive, and inclusive classroom environment that promotes student engagement and academic achievement.
• Build strong relationships with students and maintain consistent classroom expectations, routines, and accountability.
• Implement effective classroom management strategies that promote student safety, participation, and academic focus.
• Encourage students to develop confidence, independence, perseverance, and a growth mindset in mathematics.
• Support students' socialemotional development, executive functioning, organizational skills, and positive peer relationships.
• Foster a classroom culture that values mathematical curiosity, productive struggle, collaboration, and continuous improvement.

Collaboration and Professional Responsibilities

• Collaborate with gradelevel teachers, special education staff, instructional leaders, and other school personnel to support student achievement.
• Participate in collaborative planning, instructional meetings, data analysis sessions, and relevant professional development.
• Work with special education teachers and related service providers to ensure students with disabilities have equitable access to rigorous mathematics instruction.
• Maintain consistent and proactive communication with families regarding student progress, classroom expectations, and academic needs.
• Coordinate with school leadership to ensure a smooth transition into the classroom and appropriate instructional handoff at the conclusion of the coverage period.
• Actively seek, receive, and implement feedback to strengthen instructional practice and student outcomes.
• Support schoolwide initiatives, student activities, and a positive, collaborative school culture.
• Perform additional duties and responsibilities as assigned by school leadership.

Qualifications and Skills

• Bachelor's degree from an accredited college or university required; master's degree in Education, Mathematics, or a related field preferred.
• Valid New York State teaching certification appropriate for the middle school grade levels preferred
• Experience teaching mathematics at the middle school level, particularly 8th grade, strongly preferred.
• Strong understanding of middle school mathematics, including prealgebra, algebraic reasoning, geometry, functions, and mathematical problemsolving.
• Knowledge of New York State Next Generation Mathematics Learning Standards and applicable state assessment requirements.
• Demonstrated ability to independently plan and deliver effective mathematics instruction and manage a classroom.
• Experience implementing differentiated, datadriven instruction that supports students with diverse academic needs.
• Strong organizational, communication, instructional planning, and classroom management skills.
• Ability to collaborate effectively with general education teachers, special education staff, families, and school leadership.
• Flexibility, reliability, and ability to adapt to an established classroom environment while maintaining instructional consistency.
• Commitment to educational equity, culturally responsive teaching, and maintaining high academic expectations for all students.
• Openness to feedback, continuous professional growth, and a solutionsoriented approach to challenges.

Position Duration

Temporary leave coverage beginning Winter 2026. The anticipated end date will be determined based on the leave coverage needs of the school.

Compensation and Benefits

Our organization offers competitive compensation and benefits, as applicable to the temporary assignment and employment classification.

About Beginning with Children Education Network

Beginning with Children Education Network (BwC) is a network of public charter schools founded over 30 years ago in Brooklyn, NY, committed to preparing students to thrive in college and beyond. Our schools—Beginning with Children Charter School 2, Community Partnership Charter School, and Community High School—serve students in grades K–12 and are grounded in a belief that all students deserve access to rigorous, student-centered, and joyful learning environments. At BwC, we are deeply committed to equity, academic excellence, and strong relationships. We invite talented and innovative individuals to join us in our mission to provide quality instruction to every child in every classroom.