Groves Learning Organization
Minneapolis, Minnesota
Long-Term Substitute - Upper School Math Long-Term Substitute - Upper School Math Substitute Teacher Reporting To: Secondary Division Director Employment Status: Full Time, Temporary Pay: $175/day Scope: The Long-Term Substitute will take on all aspects of an Upper School Math Teacher as indicated from the job description, including lesson planning. Groves has a highly specialized program with many supports in place for substitutes. We encourage you to apply even if you don't meet every requirement or qualification of the job. Summary Of Core Responsibilities & Org Relationships: The Upper School Mathematics Teacher is responsible for delivering rigorous, evidence-based mathematics instruction to students in grades 9-12 with diagnosed learning disabilities, including dyslexia, dyscalculia, ADHD, and related learning differences. This role requires expertise in secondary mathematics content, the ability to provide structured and explicit instruction, and a commitment to promoting conceptual understanding. The teacher designs and implements instruction that is responsive to diverse learning profiles while maintaining high academic expectations. The Upper School Mathematics Teacher collaborates closely with division leadership, learning specialists, counselors, and families to ensure that instruction aligns with individual student learning plans and the mission of the school. Duties and Responsibilities: Demonstrate a commitment to safeguarding children as a priority Instruction & Curriculum Delivery Plan and deliver mathematics instruction informed by student diagnostic data and ongoing assessment. Design instruction that addresses individual skill gaps while advancing conceptual understanding. Adjust pacing, grouping, and instructional methods in response to student performance and individual learning profiles. Provide explicit, structured instruction in foundational and advanced mathematical skills as appropriate to course assignment. Maintain consistent classroom routines and expectations that support executive functioning and engagement. Assessment & Data-Informed Practice Use formal and informal assessments to monitor student progress and determine instructional next steps. Analyze student work to identify patterns in errors, misconceptions, and skill development. Adjust instruction based on data gathered through observation, formative assessment, and diagnostic review. Maintain accurate and timely documentation of grades and progress in the school's student information system. Prepare progress reports and narrative feedback aligned to school timelines and individual student learning plans. Student Support & Individualized Planning Collaborate with Student Study Teams (SST) to review student progress and implement targeted supports. Implement instructional accommodations and modifications consistent with documented student needs. Communicate concerns regarding academic progress, engagement, or student well-being to appropriate personnel in a timely manner. Collaboration & Communication Participate in division meetings, faculty meetings, and professional learning activities. Collaborate with colleagues to ensure coordinated instructional and behavioral support for students. Communicate proactively and professionally with families regarding student progress and expectations. Respond to communication within established school guidelines. Professional Responsibilities Supervise students in assigned non-instructional duties. Uphold all school policies related to child safety, mandated reporting, and professional boundaries. Maintain appropriate professional relationships with students and families. Complete required training in child protection and school procedures. Perform additional duties as assigned by the Secondary Division Director. Job Specifications: Education, Experience, and Credentials Bachelor's degree in Mathematics, Mathematics Education, Special Education, or a related field required. Master's degree in Mathematics, Education, Special Education, or a related field preferred. Minimum of two years of experience teaching secondary mathematics. Experience working with students with diagnosed learning disabilities, including dyscalculia, dyslexia, ADHD, and executive functioning challenges preferred. Demonstrated ability to use diagnostic and formative assessment data to inform instructional planning and adjust teaching practices. Experience in differentiating instruction to meet diverse learning profiles. Commitment to evidence-based instructional practices and ongoing professional growth. Valid teaching license preferred; candidates eligible for licensure in Minnesota will also be considered. Successful completion of background check and required child protection training. Knowledge, Skills, and Abilities Knowledge of secondary mathematics content and progression of mathematical skill development. Strong classroom management and organizational skills. Knowledge of how learning disabilities, including dyscalculia and ADHD, impact mathematical reasoning and problem-solving. Knowledge of diagnostic and formative assessment practices. Skill in designing structured, explicit instruction while promoting conceptual understanding. Skill in analyzing student work to identify misconceptions and instructional next steps. Skill in differentiating instruction based on student learning profiles and performance data. Ability to maintain a structured, predictable classroom environment that supports executive functioning. Ability to communicate clearly and professionally with students, families, and colleagues. Ability to collaborate effectively within interdisciplinary teams. Ability to exercise sound professional judgment, maintain appropriate boundaries, and adhere to child protection and mandated reporting requirements. Ability to adapt instruction and maintain flexibility in response to student needs. Core Values in Practice: As a staff member at GLO, you are entrusted to bring these values to life through your daily work: Authenticity: Engage honestly and transparently in all interactions, building trust with students, families, and teammates. Communicate openly about successes, challenges, and needs, fostering an environment where everyone can grow and contribute. Collaboration: Actively partner with colleagues across programs and divisions to elevate student outcomes and organizational impact. Share insights, celebrate wins, and support each other with mutual respect and shared purpose. Compassion: Embrace the diversity of our community which includes learners, learners' families, staff, and faculty by recognizing and valuing individual strengths, experiences, and perspectives. Approach others with empathy, patience, and a commitment to creating belonging for all. Discovery: Seek continuous improvement through curiosity, reflection, and learning. Innovate within your role and contribute to the evolution of practices that enhance the educational experience for students and colleagues alike. Tenacity: Demonstrate resilience and boldness when facing challenges, advocating for students and systemic improvements. Persist with purpose, even when the work is difficult, always driving toward solutions rooted in research and compassion. We expect every team member to model these values by fostering a culture that is inclusive, supportive, and courageous. Staff are encouraged to take initiative, contribute to collaborative problem-solving, and hold each other accountable to the highest standards of integrity, professionalism, and care. When we embody GLO's values together, we create the kind of community where everyone can thrive. Physical Requirements Necessary to Perform This Job Incumbent must be able to: Hear, speak, and effectively communicate in the English language, including following oral and written instructions, in order to communicate with people inside and outside the organization Sit or stand at a desk for extended periods of time and perform long hours of work sitting at a computer and in meetings Apply manual dexterity and visual acuity for computer keyboarding and office equipment use, and review detailed reports and information Move around the school and office or classroom area repeatedly or prolonged times throughout the day. Work a flexible schedule, including attending and presenting at events and meetings that occur outside of typical work hours as required/scheduled Tools and Equipment Used Must be able to use computers, telephones, photocopiers, and related office equipment Work Environment The work environment is indoors. May occasionally participate in indoor or outdoor off-site student activities for field trips, recess, etc. This job description does not necessarily list all the functions or accountabilities of the job. Employees may be asked by management to perform additional duties and tasks. Management reserves the right to revise and update job descriptions at any time. Compensation details: 175-175 PI40e8a0349d51-5397
Long-Term Substitute - Upper School Math Long-Term Substitute - Upper School Math Substitute Teacher Reporting To: Secondary Division Director Employment Status: Full Time, Temporary Pay: $175/day Scope: The Long-Term Substitute will take on all aspects of an Upper School Math Teacher as indicated from the job description, including lesson planning. Groves has a highly specialized program with many supports in place for substitutes. We encourage you to apply even if you don't meet every requirement or qualification of the job. Summary Of Core Responsibilities & Org Relationships: The Upper School Mathematics Teacher is responsible for delivering rigorous, evidence-based mathematics instruction to students in grades 9-12 with diagnosed learning disabilities, including dyslexia, dyscalculia, ADHD, and related learning differences. This role requires expertise in secondary mathematics content, the ability to provide structured and explicit instruction, and a commitment to promoting conceptual understanding. The teacher designs and implements instruction that is responsive to diverse learning profiles while maintaining high academic expectations. The Upper School Mathematics Teacher collaborates closely with division leadership, learning specialists, counselors, and families to ensure that instruction aligns with individual student learning plans and the mission of the school. Duties and Responsibilities: Demonstrate a commitment to safeguarding children as a priority Instruction & Curriculum Delivery Plan and deliver mathematics instruction informed by student diagnostic data and ongoing assessment. Design instruction that addresses individual skill gaps while advancing conceptual understanding. Adjust pacing, grouping, and instructional methods in response to student performance and individual learning profiles. Provide explicit, structured instruction in foundational and advanced mathematical skills as appropriate to course assignment. Maintain consistent classroom routines and expectations that support executive functioning and engagement. Assessment & Data-Informed Practice Use formal and informal assessments to monitor student progress and determine instructional next steps. Analyze student work to identify patterns in errors, misconceptions, and skill development. Adjust instruction based on data gathered through observation, formative assessment, and diagnostic review. Maintain accurate and timely documentation of grades and progress in the school's student information system. Prepare progress reports and narrative feedback aligned to school timelines and individual student learning plans. Student Support & Individualized Planning Collaborate with Student Study Teams (SST) to review student progress and implement targeted supports. Implement instructional accommodations and modifications consistent with documented student needs. Communicate concerns regarding academic progress, engagement, or student well-being to appropriate personnel in a timely manner. Collaboration & Communication Participate in division meetings, faculty meetings, and professional learning activities. Collaborate with colleagues to ensure coordinated instructional and behavioral support for students. Communicate proactively and professionally with families regarding student progress and expectations. Respond to communication within established school guidelines. Professional Responsibilities Supervise students in assigned non-instructional duties. Uphold all school policies related to child safety, mandated reporting, and professional boundaries. Maintain appropriate professional relationships with students and families. Complete required training in child protection and school procedures. Perform additional duties as assigned by the Secondary Division Director. Job Specifications: Education, Experience, and Credentials Bachelor's degree in Mathematics, Mathematics Education, Special Education, or a related field required. Master's degree in Mathematics, Education, Special Education, or a related field preferred. Minimum of two years of experience teaching secondary mathematics. Experience working with students with diagnosed learning disabilities, including dyscalculia, dyslexia, ADHD, and executive functioning challenges preferred. Demonstrated ability to use diagnostic and formative assessment data to inform instructional planning and adjust teaching practices. Experience in differentiating instruction to meet diverse learning profiles. Commitment to evidence-based instructional practices and ongoing professional growth. Valid teaching license preferred; candidates eligible for licensure in Minnesota will also be considered. Successful completion of background check and required child protection training. Knowledge, Skills, and Abilities Knowledge of secondary mathematics content and progression of mathematical skill development. Strong classroom management and organizational skills. Knowledge of how learning disabilities, including dyscalculia and ADHD, impact mathematical reasoning and problem-solving. Knowledge of diagnostic and formative assessment practices. Skill in designing structured, explicit instruction while promoting conceptual understanding. Skill in analyzing student work to identify misconceptions and instructional next steps. Skill in differentiating instruction based on student learning profiles and performance data. Ability to maintain a structured, predictable classroom environment that supports executive functioning. Ability to communicate clearly and professionally with students, families, and colleagues. Ability to collaborate effectively within interdisciplinary teams. Ability to exercise sound professional judgment, maintain appropriate boundaries, and adhere to child protection and mandated reporting requirements. Ability to adapt instruction and maintain flexibility in response to student needs. Core Values in Practice: As a staff member at GLO, you are entrusted to bring these values to life through your daily work: Authenticity: Engage honestly and transparently in all interactions, building trust with students, families, and teammates. Communicate openly about successes, challenges, and needs, fostering an environment where everyone can grow and contribute. Collaboration: Actively partner with colleagues across programs and divisions to elevate student outcomes and organizational impact. Share insights, celebrate wins, and support each other with mutual respect and shared purpose. Compassion: Embrace the diversity of our community which includes learners, learners' families, staff, and faculty by recognizing and valuing individual strengths, experiences, and perspectives. Approach others with empathy, patience, and a commitment to creating belonging for all. Discovery: Seek continuous improvement through curiosity, reflection, and learning. Innovate within your role and contribute to the evolution of practices that enhance the educational experience for students and colleagues alike. Tenacity: Demonstrate resilience and boldness when facing challenges, advocating for students and systemic improvements. Persist with purpose, even when the work is difficult, always driving toward solutions rooted in research and compassion. We expect every team member to model these values by fostering a culture that is inclusive, supportive, and courageous. Staff are encouraged to take initiative, contribute to collaborative problem-solving, and hold each other accountable to the highest standards of integrity, professionalism, and care. When we embody GLO's values together, we create the kind of community where everyone can thrive. Physical Requirements Necessary to Perform This Job Incumbent must be able to: Hear, speak, and effectively communicate in the English language, including following oral and written instructions, in order to communicate with people inside and outside the organization Sit or stand at a desk for extended periods of time and perform long hours of work sitting at a computer and in meetings Apply manual dexterity and visual acuity for computer keyboarding and office equipment use, and review detailed reports and information Move around the school and office or classroom area repeatedly or prolonged times throughout the day. Work a flexible schedule, including attending and presenting at events and meetings that occur outside of typical work hours as required/scheduled Tools and Equipment Used Must be able to use computers, telephones, photocopiers, and related office equipment Work Environment The work environment is indoors. May occasionally participate in indoor or outdoor off-site student activities for field trips, recess, etc. This job description does not necessarily list all the functions or accountabilities of the job. Employees may be asked by management to perform additional duties and tasks. Management reserves the right to revise and update job descriptions at any time. Compensation details: 175-175 PI40e8a0349d51-5397