ABOUT OUR DISTRICT:
The Syracuse City School District is undergoing a new phase of innovation and transformation with the goal of ensuring that all students graduate high school with the skills needed to be ready for college and career. For Syracuse, all means all – including students who fall behind or have been considered “hard to serve” for a host of reasons. The School Board and Syracuse community have charged the Superintendent with improving student achievement, and he is seeking a dedicated and diverse team of school leaders and teachers to partner with him in moving the district toward its goals. The Syracuse City School District represents 34 schools and 4 alternative education programs, serving 19,000+ students Pre-K-12 of whom 77% qualify for free or reduced-price lunch, 18% are served by the Office of Special Education and 78% are students of color.
WHO WE WANT:
Successful SCSD educators are passionately committed to urban education and all in for Syracuse students. They:
- Believe strongly that all students can learn at high levels;
- Demonstrate commitment to serving urban students, schools or communities, and to closing the achievement gap;
- Demonstrate willingness to put the interests of students above all others;
- Actively contribute to a culture of high expectations in their school and district;
- Adapt seamlessly to the complexities of the urban school environment; and
- Follow current trends in education policy and research, including Common Core standards, comprehensive assessment systems and data-driven instruction.
JOB DESCRIPTION:
In the Building Our Future Strategic Plan, the superintendent set goals of doubling the percentage of students proficient in eighth grade math and increasing students passing the Common Core Algebra 1 Regents by 50%. We know we will meet this goal with rigorous Tier 1 instruction along with personalized Tier 2 and Tier 3 instruction for students in mathematics in grades K-8.
The Algebraic Reasoning Intervention teachers will support students and teachers in the continuous improvement process in mathematical concept development and fluency. All intervention teachers will be expected to engage in and support the facilitation of the RTI problem solving process in the school they are assigned. As intervention teachers, they will collaborate with building leaders and colleagues to gather and analyze various data sets and interpret results to provide each student with a personalized plan for mathematics acceleration and intervention. They will be responsible for comprehensive record keeping to monitor and ensure resource integrity, progress monitoring and student growth.
For this position, we are seeking passionate educators who will commit to teaching students struggling with mathematics with determination, purpose, integrity, and intensity.
REPORTS TO: Director of Mathematics and Principal of the assigned building
SPECIFIC DUTIES:
Personal/Professional Qualities:
- Possesses a sense of urgency and relentlessness in the pursuit of student success
- Is reflective, self-aware, adaptable, and open to challenges to current core beliefs and/or practices related to education, specifically mathematics instruction and learning
- Thinks critically and is solution oriented
- Takes initiative
- Communicates effectively to a variety of stakeholders
- Maintains meticulous records and adheres to guidelines and deadlines
Professional Responsibilities:
- Possess previous knowledge/experience (or willingness to learn) around:
- Research-based models of teaching
- How children learn mathematics through concept development and the fluency of skills
- Understanding of models and tools utilized to develop concepts in Addition and Subtraction, Multiplication and Division, Fractions, Ratio and Proportionality and Expressions and Equations.
- Mathematics screening, diagnostic surveys, progress monitoring tools and data analysis procedures
- Attend all professional development required for this position. This includes professional development that may take place outside of regular school hours, over the summer and online. Some of this professional development will include video and reflection of your practice, as well as coaching cycles. Attendance of professional development outside of regular school hours will be compensated at the Unit 1 hourly rate for extension of service.
Planning and Instruction:
- Collaborate with school and district personnel to diagnose student needs and match intervention resources to student groups
- For groups of students, set short and long-term goals and plan targeted instruction matched to student need
- Deliver targeted mathematics intervention to small groups of students daily using the research-based strategies and resources as identified by the district instructional leads
Assessment:
- Administer and interpret appropriate assessments of various types (screening, diagnostic, progress monitoring)
- Utilize effective formative assessment strategies during instruction, providing corrective feedback appropriately throughout lessons
Record Keeping:
- Maintain and submit accurate and up-to-date records of all student’s attendance, intervention integrity and progress
Collaboration/Communication:
- Collaborate with school and district staff to develop schedules for intervention
- Confer with classroom teachers regarding specific student needs for success in Tier 1 instruction.
- Communicate regularly with parents concerning student progress as outlined in the SCSD Response to Intervention (RTI) Guidance Document
Other:
- Perform other duties and responsibilities related to mathematics intervention as assigned by supervisor.
QUALIFICATIONS:
- Proven experience accelerating measurable student learning in urban schools (preferred)
- Training and or experience with Culturally Relevant Education (preferred)
- Minimum of two years’ successful classroom teaching experience (preferred)
- Prior demonstration of exemplary attendance is expected of any candidate for hire.
- All candidates must possess New York State teacher certification in their subject area, or qualify to obtain it by the first date of employment. This requires at least a Bachelor’s degree. Licensed teachers from other states may qualify for reciprocity.
- Please note that New York State requires a minimum undergraduate GPA of 2.5 for certification, and one hired, this proof will be kept on file in the Office of Human Resources.
- Once offered, you will be required to declare that all previous obligations with an employing school district have been met and you are not seeking this position with the intent of resigning from a previous commitment in which you have not served.
- The successful candidate will be required to pass a fingerprint-based background check, at the cost of $102.50 to the candidate.
- City Residents are encouraged to apply!
SALARY/SALARY RANGE:
- The current starting salary for SCSD Teachers is $53,000. With proof of outside related experience and college transcripts, the salary will be increased pursuant to the Unit 1 contractual agreement.
- Teachers will have opportunities to teach in our Summer School Programs, receiving an hourly rate of $42.69.
