Middle School Math Teacher

Position Details

Position Type:
Certified/ Middle School

Date Posted: 3/12/2026

Location:

Bexley Middle School

Date Available:

26-27 School Year

Closing Date: 03/26/2026

District:
Bexley City School District

• Bachelor's degree in education or related subject area;
• Valid and current Ohio educator license for the grade level 4-9 middle childhood mathematics or grade levels 7-12 adolescent to young adult mathematics;
• Satisfactory criminal background check in accordance with Ohio law.
• Such alternatives to the above as deemed appropriate by the Superintendent.

• Experience with instructional technology, data-driven instruction, and restorative practices;
• Strong communication, collaboration, and interpersonal skills;
• Commitment to high standards of professional practice and continuous improvement;
• Certified and experienced in crisis prevention, trauma-informed behavior management, and/or de-escalation intervention.

• Student Wellbeing and Student-Centered Practices
• Prioritize student well-being by fostering a supportive, caring, and responsive classroom environment that addresses each student's academic, social, and emotional needs.
• Establish clear boundaries and set high expectations for student interactions, behavior, and effort.
• Uphold and implement school and district regulations, policies, and codes of conduct.
• Utilize evidence-based strategies (including restorative practices) to build student independence, agency, and self-advocacy.
• Consistently differentiate instruction, materials, environments, accommodations, and assessments to accommodate diverse learning styles, abilities, and backgrounds.
• Employ student-centered instructional approaches that actively engage students in their learning, encourage student voice and choice, and promote ownership of learning outcomes.
• Instructional Planning and Content Knowledge
• Develop and implement engaging lessons and lesson plans aligned with the Ohio Learning Standards and district curriculum.
• Coach and guide students to set clear, challenging, and measurable goals for student learning, ensuring lessons are relevant and rigorous, and promote agency and experiential learning.
• Encourage students to take ownership of their learning through active engagement, knowledge transfer, and reflective practices designed to facilitate the acquisition, evolution, or creation of new knowledge.
• Design experiences where students learn key concepts or develop prioritized skills by engaging intellectually, creatively, emotionally, socially, and/or physically.
• Utilize a variety of research-based instructional strategies to meet the diverse needs of all learners, including students with disabilities, gifted abilities, and those learning English or who speak multiple languages.
• Use assessment data to inform instructional decisions and differentiate instruction, assessments, physical environment, access, and all tools needed to support the success of diverse learners.
• Integrate technology effectively into the curriculum to enhance student learning and engagement.
• Maintain accurate and complete records of student progress and attendance to ensure timely and accurate reporting.

• Develop, communicate, and consistently implement processes and routines for classroom behavior, transitions, and daily activities to ensure a safe, structured, and predictable learning environment.
• Establish and maintain a respectful, safe, and inclusive classroom climate that promotes constructive student engagement, positive personal behavior, and respectful student-to-student relationships.
• Foster a culture of high expectations and mutual respect among students.

• Deliver instruction using research-based strategies and varied methods to meet the needs of all students.
• Use formative and summative assessments to monitor student progress, provide timely feedback, and adjust instruction as needed.
• Contribute to student growth as measured by approved student growth measures (e.g., value-added data, vendor assessments, student learning objectives).
• Reflect on instructional practices and use data to set professional growth goals in…