About Catlin Gabel School

Catlin Gabel School seeks to employ the best qualified individuals from available applicants and to provide them with opportunity for advancement in a manner that does not discriminate because of race, color, religion, sex, national origin, age, disability, sexual orientation, gender identity or expression, veteran status, genetic information, or any other status protected under local, state, or federal equal employment opportunity laws or regulations.

The School believes that each employee makes a significant contribution to the school’s success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer their services wherever and whenever necessary to ensure the success of our endeavors.

POSITION SUMMARY

This position teaches middle school math, using an inquiry-based curriculum, Illustrative Mathematics. A middle school math teacher is typically responsible for teaching four classes and staff Math Cafe, which is a form of math support for students. This position will also co-advise a group of students in a homeroom/advisory setting. The teaching load for math classes could be in one grade level or across grade levels depending on the needs of the school, with courses ranging from math 6 to pre-algebra to algebra to geometry.

This position requires use of a variety of teaching methods to support different learning styles, academic abilities, and have successful experience teaching mathematics. Incumbents should demonstrate excitement in helping all students build self-confidence and understand “mathematician” as part of their identity formation through exploration and discovery. Culturally competent and responsive teaching approaches are required.

ESSENTIAL RESPONSIBILITIES

• Teach middle school math classes and support students in Math Cafe
• Create an inclusive and culturally responsive classroom environment through regular class meetings, supportive exchanges with students, and clear expectations for classroom behavior
• Coordinate and implement, at the classroom level, appropriate student assessments and utilize assessment results to enhance student learning, including differentiated instruction
• Work collaboratively with fellow faculty and administrators in curriculum development and alignment in the math scope and sequence in the Middle School as well as PS-12
• Communicate in a clear and timely fashion with all community members
• Cooperatively work and communicate effectively with parents in conferences and written reports
• Support and follow the Faculty Handbook for Policies and Procedure and MS Professional Expectations
• Be a positive and contributing member of the professional community
• Serve as an active member of a grade level team, including participating on class trips
• Develop, plan, and lead or co-lead experiential learning activities with a group of students

OTHER RESPONSIBILITIES 

• Other duties as assigned by Middle School Head

SUPERVISORY RESPONSIBILITIES

• None

INTERPERSONAL CONTACTS

• Interactions occur most routinely with students in the classroom and during other activities.
• Many informal interactions with students for whom the teacher has no direct supervision or responsibility happen regularly. 
• Daily contact ranges from direct teaching of curriculum to informal exchanges of a personal or social nature. Regular contact with colleagues, particularly those working in the same grade level, discipline or on a joint project is expected. 
• Frequent contact with parents either for scheduled conferences or casual conversation is a community norm. 
• Responsible and active collaboration with colleagues, in all divisions, is expected.

COMPETENCIES

• Cultural competence
• Enthusiasm and excitement to work with and support middle school students
• Ability to adapt teaching style to multiple learning styles
• Excellent communication skills, both oral and written, to interact with adolescents, colleagues and family members
• Sense of humor, flexibility, organizational ability 
• Collegial and collaborative skills

EDUCATION AND EXPERIENCE

• BA or BS in math or related field required.
• MA or MS in math or related field and/or related experience preferable.
• At least two years demonstrated effective math teaching experience required.
• Experience with Illustrative Mathematics is a plus.
• Experience in curriculum development is a plus.
• Experience with Understanding by Design instructional planning a plus.
• Demonstrated experience with adolescents is required.
• Use of internet, e-mail, and other appropriate technology applications is essential.
• Understanding and experience with progressive education principles including student-centered teaching, project-based learning, and performance-based assessment is preferable.

WORKING ENVIRONMENT AND PHYSICAL REQUIREMENTS

• Work is primarily performed in a classroom setting, and includes occasional to frequent work leading students off campus activities.
• The person in this position must be able to remain in a stationary position for lesson preparation, report writing, and collaborative meetings 40%-50% of the time
• Requires mobility to traverse campus to accompany and assure the safety of children
• • This may include moving up and down stairs or hill between facilities multiple times throughout the workday
  • Bending, squatting, stooping and kneeling
  • Ability to occasionally lift up 20 pounds

SCHEDULE

This is a faculty position with an academic year schedule for the 2026-2027 school year. This is an interim position that is set to begin November 9, 2026 and have an end date of June 18, 2027. Full-time faculty teachers are expected to travel to retreats, conferences and workshops as well as accompany students on various experiential activities throughout the year. There are some mandatory evening and weekend commitments.