Long-Term Substitute Upper School Math Teacher

Job Description

Job Description

Long-Term Substitute Upper School Math Teacher

REPORTS TO: Upper School Director FLSA JOB CLASSIFICATION: Exempt, 10 Month Position, Temporary JOB PURPOSE: Greensboro Day School seeks an experienced math teacher for a Long-Term Substitute Upper School Math Teacher position for the 2026-27 school year. The position begins on August 18, 2026, and will run for 8-12 weeks. The position is to teach Precalculus/Trigonometry Honors, Algebra III/Trigonometry Honors, and Calculus & Statistics Honors Advanced. This is a temporary full-time position to teach five classes during the length of the long-term substitute position. Greensboro Day School teachers are mission focused, human-centered and experts of their craft. They are responsible for supporting the intellectual, physical, social, and emotional growth of their students and facilitating a classroom community of respect, kindness, integrity, and responsibility. GDS teachers are lifelong learners, field experts, and most of all, champions of children. They design and develop effective learning experiences that are developmentally appropriate, engaging, and guided by evidence-based practices and cognitive research. The Long-Term Substitute Upper School Math Teacher promotes the development of mathematical reasoning, communication, connections, and representation across a range of topics/disciplines. They will teach students foundational math skills and develop critical thinking, recognizing the diversity of problem solving approaches students bring to the classroom.. This is a temporary, on-campus position, five days per week, Monday through Friday, and requires occasional evening and weekend work. PRIMARY RESPONSIBILITIES: ● Teaches 5 sections of Upper School Math

● Advises 12-18 students during the dedicated advisory period ● Effectively plans, implements, and assesses student learning ● Designs curriculum and applies a pedagogical approach that are aligned with appropriate child and adolescent developmental stages ● Uses varied methods of instruction and assessment that are in accordance with the School’s mission, Statement of Community, educational philosophy, and departmental curriculum and competencies ● Aligns curriculum with teachers of the same grade level or course ● Implements a variety of brain-based teaching strategies including movement, interleaving, and other effective strategies informed by the learning sciences to maximize each student’s learning potential ● Effectively implements best-practice pedagogical strategies that include a variety and balance of direct instruction, individual student practice, whole-class discussion, collaborative learning, inquiry-based learning, experiential, and hands-on learning ● Clearly defines and communicates expectations for student success ● Uses assessments as a student learning tool by providing clear and timely feedback so students can learn from their mistakes and improve their long-term learning ● Understands the strengths and growth areas of each student ● Reflects on lesson design, implementation, and student outcomes and makes adjustments to ensure student success ● Manages the classroom to ensure a physically and emotionally safe climate at all times for self and students ● Responds to needs of the whole class and individual students and collaborates with the counseling and learning support staff to understand and implement teaching strategies recommended in learning plans ● Cultivates in each student an understanding of and appreciation for a wide range of perspectives, approaches to learning, and content ADDITIONAL RESPONSIBILITIES: ● Shares in the day-to-day life of the school community, which includes serving as an advisor, organizing clubs, attending assemblies, participating in committees as necessary (i.e., Grade Level Team, Student Services Team, division-based Leadership Team), and fulfilling assigned duties (such as lunch supervision, carpool, and bus duty) ● Is active and present as a GDS community member by participating in school functions and students’ extracurricular life (such as admission events, attending arts and athletics events, and planning and/or serving as a chaperone on day and/or overnight field trips) ● Communicates in a timely manner with students and parents to inform them about successes, progress, and/or concerns ● Performs other duties as assigned by the Head of School

GDS Cultural Competencies

GDS Employee Skills ● Human-Centered ● Data-Informed ● Empathetic ● Collaborative ● Professionalism ● Technologically Fluent ● Adaptable & Growth Mindset ● Inclusive ● Productive confl ict resolution ● Integrity ● Welcoming ● Respectful ● Listens to Understand ● Relationship-Focused ● Student-Centered ● Field Expertise ● Coachable ● Lifelong Learner ● Kind

Teacher Competencies ● Kid Champion ● Chief modeler of respect, kindness, integrity, & responsibility ● Intellectually Curious ● Lover of learning for self and students ● Curriculum expert ● Culturally competent ● Proactive, Effective, & Professional Communicator ● Refl ective ● Responsive ● Patient

Position Requirements ● Bachelor’s degree required; Master’s degree or higher preferred; Degree in Math or related fi eld of study preferred ● Successful teaching experience (minimum of two years preferred)

WORKING CONDITIONS: Daily work requires supervising students both indoors and outdoors. Faculty are required to participate in regular safety drills, learn CPR, learn how to apply a tourniquet, provide basic first aid, administer epi-pens when needed, and be able to support other student-specific health-related needs. Some weekend, evening, or early morning work may be required from time to time. PHYSICAL REQUIREMENTS: The position may require prolonged periods of sitting at a desk, standing to teach, and working on a

computer. They must be able to move quickly and frequently from standing to sitting with ease and lift up to 50 pounds. Teachers must also be able to traverse the classroom and adjust one's tone and height, by bending or leaning, in order to teach each child. All teachers must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during drills and emergencies that may arise from time to time. This position has frequent exposure to loud sounds and high noise levels on a weekly basis. DIRECT REPORTS: There are no direct reports for the Long-Term Substitute Upper School Math Teacher.