Math Teacher Needed

Math Teacher’s Job Description

MileStone Academy is currently seeking a part-time math teacher in a quaint classroom setting. We offer negotiable compensation and flex hours.

Applicants will be responsible for creating a classroom environment that facilitates achievement as well as learning and personal growth.

The Math teacher we are looking for should demonstrate a passion for teaching with the ability to support students who have not been successful in other school environments reach their potential.

Required MINIMUM EDUCATION Qualifications For Math Teachers at MileStone Academy

The Commonwealth of Pennsylvania requires all proper license, certifications, and clearances to work as a teacher.
All proper licensure, certifications, and clearances to work for MileStone Academy including:
- A certification in specific area of expertise, and
- CPR certification – MileStone Academy will provide training if necessary.
All necessary clearances, including:
- Child abuse clearance;
- Criminal Background check;
- Federal Bureau of Investigation fingerprint check; and
- School Personnel Health Record with current Pulmonary Tuberculosis (TB) Skin Test.

Required MINIMUM EXPERIENCE Qualifications For Math Teachers at MileStone Academy

A genuine interest, belief, and concern for students’ personal and academic success.
A growth mindset with a strong sense of professional responsibility.
Adapt learning materials to students’ needs.
Assess students’ abilities and craft teaching plans.
Coach/mentor other professionals who work with children with disabilities.
Collaborate with the support staff (e.g., school counselors and speech therapists) to create holistic intervention plans.
Find engaging activities to teach skills (e.g., drawing and theater drama).
Inform parents about their children’s performance and potential problems.
Keep track of and reflect on students’ progress.
Knowledge of educational curriculum and instructional goals and objectives, and educational trends and research findings about comprehensive secondary programming.
Knowledge of principles, theories, methods, techniques, and strategies about teaching and instruction of secondary level students.
Manage classroom crises and resolve conflict.
Monitor children’s behavioral patterns and arrange appropriate interventions, if needed.
Prepare students for the transition to the next grade.
The ability to motivate, support, and challenge students who function at various levels.
The ability to work collaboratively with co-workers and school leaders to find solutions that enable students to thrive in the classroom.

Supervisor/Reporting Officer

The math teacher will report directly to the Education and Executive Directors of MileStone Academy.

Benefits/Compensation

Compensation is competitive and commensurate with experience.
Flexible Hours.

Terms Of Employment

Salary to be established by the Board of Directors of MileStone Academy. Start date to be determined.

How To Apply

To apply for this position, please complete the form below and a representative from MileStone will contact you shortly. Thank you.

Check out these other career opportunities at MileStone Academy:

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Our mission is to educate students with complex learning challenges by fostering a nurturing and positive environment that utilizes research-based practices.

We empower students to realize their strengths and capabilities by teaching self-advocacy skills and strategies for overcoming frustrations that will serve them well in their future endeavors.

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Our vision is to educate students with complex learning challenges, so they become confident, productive twenty-first-century learners.

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We help students who experience various challenges, including but not limited to ADHD, anxiety, ASD, auditory and visual processing, bullying, executive functioning, language-based learning differences, reading comprehension, school avoidance, emotional and social development, and test anxiety.

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We foster a safe, collaborative space to educate high school students with complex learning challenges.
Using a research-based approach to teaching, our educators support students by cultivating their strengths, supplying individualized lesson plans, and applying strategies for success.

With a 5:1 student-to-teacher ratio, students can access individualized lesson plans. They are encouraged to be self-starters, use new technology, or fund a field trip.

By learning to adapt teaching to how their students learn, Milestone gives everyone the necessary tools to build a future, they want and deserve.

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In 1989, our Co-Founder, Kathy Hunt, a son’s mother with language-based learning difficulties, forged a relationship with several mothers facing the same problems. They had children who were capable of succeeding but struggled in the academic arena. The private school, whose teaching approach proved successful for their children, closed, and there was no alternative for these students. Kathy led the group of parents and the closing school’s teaching staff to open a new school, Center School.

Throughout her 24 years at Center School, Kathy constantly desired to expand the grade levels to include high school to help more students in their academic development.

In 2012, Kathy Hunt left Center School to achieve her dream; creating a high school for students with language-based learning difficulties, and others who needed a safe and nurturing environment to learn was her new mission.

Kathy saw a need and is now working with the other founders of MileStone Academy to realize this mission. They are a mix of professionals who have been educating children with language-based learning disabilities for over 25 years and parents of children with language-based learning disabilities. The Board members of MileStone all concur that numerous high school students in the greater Philadelphia area would benefit from this type of educational environment.

Our research found studies showing the need for language-based learning in preparing for this dream. Multiple studies show that students who score below proficient in standardized reading tests by third grade are less likely to graduate high school by age 19. The reading scores for 4^th graders in Philadelphia showed that 86% of them scored basic or below in 2011, and 64% of students graduated on time in 2013. Studies show many factors affecting low reading scores, including class size, teacher qualifications, and socioeconomic factors like family structure, neighborhoods, and poverty.

We know that many children with language-based learning disabilities are not identified and are pushed from one grade to the next without the proper intervention or support.

Most educational systems are cookie-cutter programs that do not focus on individual students’ learning styles or needs.

Studies show that successful people are confident not because they are more intelligent but because they are more resourceful and aware of their strengths and weaknesses.