Middle School Social Studies Teacher

Overview

Position: Teacher

Reports to: Building Administrator or Designee

Employment Status: Regular/Full-time

FLSA Status: Certified (Fair Labor Standards Act)

Job Description: The teacher is responsible for providing high-quality, standards-based instruction that supports students  academic, social, and emotional growth. Their performance is evaluated using the Ohio Teacher Evaluation System (OTES), which assesses instructional planning, classroom environment, delivery, assessment, professionalism, and student growth. Teachers are expected to engage in continuous professional development, contribute positively to school culture, advance the district s mission, vision, and values, and collaborate with colleagues, families, administrators, and stakeholders to ensure student well-being and growth, all while upholding professional and ethical standards.

Qualifications:

• 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.

Preferred:

• 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.

Essential Functions:

• 
  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.

• 
  Classroom Environment
  
• 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.

• 
  Student Growth, Assessment, and Data Use
  
• 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 alignment with the IPDP and Professional Growth Plan goals.
• Implement the MTSS framework effectively by analyzing data to identify students in need of additional support and monitor…