SCALE: Professional Scale
CONTRACT:Professional Staff Contract
SUPERVISOR:Math Department Chair
Middle School Administration
DIVISION:Middle School
Our middle school math program empowers students to think logically, creatively, and collaboratively as they make sense of mathematical ideas and apply them to real-world contexts. Teachers design learning experiences that balance conceptual understanding, procedural fluency, and application through surface, deep, and transfer learning. They cultivate inclusive classrooms where all students see themselves as capable mathematicians, embrace productive struggle, and use mistakes as opportunities to grow. Teachers promote reasoning, communication, and reflection by engaging students in rich tasks, formative assessment, and discourse that make thinking visible and deepen understanding.
The ideal candidate will bring a deep understanding of mathematics teaching and learning across grades, with a strong knowledge of upper elementary Common Core curriculum and pedagogy as well as familiarity with upper school content. They should be well-versed in constructivist approaches to math education, drawing on the work of Zoltan Dienes, Jerome Bruner, and George Polya, and attuned to current trends such as Jo Boaler’s low-floor, high-ceiling tasks and Peter Liljedahl’s vertical classroom model. Experience leading professional reading groups and supporting colleagues’ professional growth is highly valued. The ability to guide and manage change will be essential as the department transitions to a block schedule, aligns practices to standards, and strengthens both problem-solving instruction and mathematical communication. Familiarity with coaching protocols and teacher evaluation processes is also beneficial.
FURTHER DETAILS
- Teach four or five sections (dependent on release time if Department Chair) of Middle School Math, which could be in one or two grades.
- Facilitate a Homeroom class for 8 to 12 students (25-minutes daily) as well as homeroom lessons throughout the year on DEIB and other related topics
- Meet up to twice-weekly with MS Counselors and other grade-level teachers to talk about student well-being.
- Attend the annual MS Camp for four days and three nights.
- Three or more years of teaching experience in Middle School
- Bachelor’s Degree (master’s or doctorate preferred) in math or related field
- Experience/understanding of Common Core math standards
- Fluent in English
- Excellent written and oral communication skills
- Team collaboration skills
- Passion, joy, and enthusiasm for teaching middle school students and for teaching science.
- Empathy and understanding of diverse family and student needs.
- Patience, kindness, and a student-centered teaching approach.
- A strong commitment to the TAS mission and a willingness to go above and beyond for students and the school community.
- Flexibility, adaptability, and creative problem-solving skills.
- Willingness to support the growth of the program and their own professional growth outside of the classroom (for example through PLC's or curriculum review teams)
- Demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing meaningful, relevant, and engaging learning experiences.
- Addresses relevant curriculum standards and schoolwide learning outcomes while linking present content with past and future learning experiences, other subject areas, and real-world experiences and applications.
- Demonstrates an understanding of methodologies or practices to promote surface, deep and transfer learning.
- Plans using TAS’ mission, schoolwide learning outcomes, standards, and data, alongside engaging and appropriate strategies and resources to meet the needs of all students.
- Plans consistently using differentiated learning experiences (e.g. content, process, product, and learning environment) that support diverse populations of learners (e.g., multilingual learners, students with learning needs, etc.).
- Plans accordingly for pacing, sequencing, content mastery, transitions, and application of knowledge.
- Plans using the UbD framework and works collaboratively with teammates, collaborating teachers and/or instructional leaders to enhance teaching and learning.
- Uses a variety of research-based, developmentally appropriate instructional strategies relevant to the content area to engage students in active learning, to promote key skills especially those outlined within the schoolwide learning outcomes, and to meet individual learning needs.
- Uses appropriate instructional technology to enhance student learning.
- Consistently checks for understanding using multiple levels of questioning, provides regular feedback, and adjusts instruction accordingly.
- Systematically gathers, analyzes, and uses formative and summative data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to students, parents, and stakeholders.
- Uses assessment as a means to support students in developing a growth-mindset while involving students in setting learning goals and monitoring their own progress.
- Uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning and collaboration.
- Arranges the physical space and structures the classroom to maximize learning while providing a welcoming and safe environment.
- Promotes respectful interactions and an understanding of students’ diversity, including language, culture, race, gender, and special needs.
- Maintains a commitment to professional ethics, collaborates and communicates appropriately, and takes responsibility for personal professional growth that results in the enhancement of student learning.
- Identifies and evaluates personal strengths and weaknesses and sets goals for improvement of professional knowledge and skills.
- Engages in activities outside the classroom intended for school and student enhancement.
- Works in a collegial and collaborative manner with administrators, other school personnel, and the community to promote students’ well-being and success.
- Builds positive and professional relationships with parents through frequent and appropriate communication concerning students’ progress.
- Uses precise language, correct vocabulary and grammar, and acceptable forms of oral and written communication.
Interested applicants should submit a resume, cover letter, and contact information for three professional references through the online link below. Please note that direct applications via email or other channels will not be considered.
Applicants are encouraged to apply as early as possible, as Taipei American School reserves the right to close the selection process at any time.