Part-Time High School Math Teacher

About the role

The 9th and 10th Grade MYP Mathematics Teacher fosters mathematical thinking, problem-solving, and conceptual understanding through engaging, inquiry-based instruction aligned with the International Baccalaureate Middle Years Programme (MYP). This teacher develops students’ confidence and competence in mathematics by helping them make connections between mathematical concepts, real-world applications, and interdisciplinary learning. Through a balance of skill development, critical thinking, collaboration, and reflection, the teacher supports students in becoming curious, resilient, and independent learners.

Position Details

Reports to: Director of High School and Head of Schools
Work Days/Hours: Teaching hours: 4/week (11:46 a.m. – 12:36 p.m.); Preparation hours: 2/week
Days: M, T, Th, F
Course Specifics: Algebra II with four students

Qualifications

• Bachelor’s degree in education, mathematics, or a related field
• Secondary math teaching experience or demonstrated subject matter expertise at a college level
• Ability to build relational, inclusive learning environments where students feel known and valued

Strongly Preferred:

• Secondary teacher certification in Illinois
• Experience with International Baccalaureate MYP and/or DP programs
• Familiarity with inquiry-based and concept-based instructional approaches

Responsibilities

• Instructional Leadership:
  • Teach one 10th grade math course aligned with IB MYP frameworks
  • Design (guided by curriculum) and deliver concept-based, inquiry-driven units that challenge students to think critically and make real-world connections
  • Integrate faith perspectives thoughtfully into curriculum, helping students explore how mathematics and faith inform ethical decision-making and service
  • Develop and facilitate learning excursions that deepen student understanding and engagement with the wider world
  • Submit unit and weekly lesson plans as prescribed, reflecting on pedagogical practice and adjusting based on student needs and learning data
• Assessment & Student Growth:
  • Use formative and summative assessments aligned with IB rubrics and standards to measure student progress toward learning objectives
  • Implement summative assessments that align with the four subject area criteria
  • Maintain student work samples and provide timely, constructive feedback that helps students understand their growth and next steps
  • Use data regularly to inform instruction and support students across academic, social, emotional, and spiritual dimensions
• Community & Communication:
  • Establish and maintain relational connections with students grounded in clear professional boundaries that foster trust and safety
  • Communicate regularly with parents/guardians through email, phone calls, progress reports, and parent-teacher conferences; address academic or behavioral concerns promptly
  • Update the Toddle platform regularly with classroom grades, highlights, and student reflections, celebrating student learning
  • Attend and actively participate in all required parent-facing events, including conferences, showcase nights, and learning celebrations
  • Work professionally and openly with colleagues to ensure consistency in expectations, teaching practices, and student support across the school
• Professional Practice & Growth:
  • Develop and regularly reflect on individual pedagogical goals, demonstrating a growth mindset and commitment to continuous improvement
  • Model and uphold Daystar Distinctives and Responsive Classroom practices in classroom management and student interactions
  • Maintain a safe, organized learning environment