Department Chair in Mathematics – The Bay School of SF

The Bay School of San Francisco

Department Chair in Mathematics

Located in the Presidio of San Francisco, The Bay School is an independent, college preparatory high school committed to providing its students with a challenging, innovative curriculum and a collaborative, supportive community. Our staff and faculty members (“staffulty”) foster and model curiosity, critical thinking, intentionality, open dialogue, and good humor as well as a commitment to equity and inclusion within Bay and beyond.  Bay students have been described as engaged in learning, self-advocates,  community-oriented, thoughtful and kind.

The Bay School does not discriminate on the basis of race, color, religion, gender identity, national origin, ancestry, sexual orientation, age, or any other characteristic protected by law. We are committed to having a faculty, staff and student body that reflect the diversity of the Bay Area. We strongly encourage those with a demonstrated dedication to social justice, collaboration, innovation and student-centered education to apply.

INSTRUCTOR IN MATHEMATICS

We are seeking a full-time DEPARTMENT CHAIR in MATH (Statistics and/or Applied Mathematics preferred) to begin in August 2018 for the 2018-19 school year.

The Bay School mathematics department employs a pedagogical approach that incorporates inquiry-based practices, real-world applications, and the use of technological tools to build algebraic proficiency. Our goal is to produce graduates who are strong problem-solvers and mathematical thinkers. Our program is built around an integrated sequence of core courses (Math 1, 2, and 3), followed by a Pre-Calculus course (Analysis of Functions) and electives in Calculus, Statistics, Probability, and additional rotating topics. Block periods allow students to delve deeply into rich problem/inquiry-based learning across all courses.

The Department Chair is responsible for teaching three math courses each semester and one three-week Immersive course that takes place either in the winter or the spring. Each class meets for eighty minutes three times a week in a rotating schedule. In addition to class preparation and classroom teaching, the instructor is responsible for:

• collaborative curricular development and alignment
• design of skills-based formative and summative assessments
• timely grading and feedback
• regular communication with the student, her/his/their parents, and the student’s advisor

regarding the student’s progress

• one-on-one student tutorial as needed
• weekly faculty and course team meetings

The Department Chair is the curricular and programmatic leader of the department, charged with leading the department towards a shared curricular vision; ensuring that policies, practices, and curricular direction within the department are mission-aligned and in accordance with the school’s goals and the department’s internal agreements; and advising the administration in decision-making related to the department. Department chairs support teachers in goal-setting, serve as instructional coaches, and are advocates for best practices, professional development, and professionalism. They are the primary spokespeople for their departments, sharing Bay’s philosophies and practices with internal and external constituencies.

All teaching staffulty have additional responsibilities to the student and school, including but not limited to serving as an advisor, chaperone at social events, committee member and admissions interviewer/presenter.  All of these responsibilities support the well-being of our community and the growth of the individual student.

The ideal candidate

• finds resonance with The Bay School mission and philosophy and brings a growth mindset to their work;
• possesses a Master’s Degree in Mathematics, Statistics, or in a math-related field (e.g. engineering, physics, etc.);
• has experience (prefer at least 3 years);
  • teaching all levels of high school math, from foundational courses to advanced electives;
  • differentiating instruction to a range of learners in a heterogeneous classroom—using a variety of pedagogies and assessment methods;
  • thinking broadly and innovatively, including through an equity lens, about curriculum and pedagogy; addressing cultural competency in all aspects of teaching, from curricular development to classroom environment;
  • working collaboratively in a team of teachers to develop and assess curricula, lesson plans and assessments;
  • working in project-based and experiential environments—with the skillsets to teach for longer blocks of time
• has experience in instructional leadership

• uses assessment as a means to gauge student learning and effectiveness of teaching;
• values individual learning styles;
• brings a diversity of teaching and life experience to her/his/their work;
• values collegial collaboration and feedback as a means to improve the curriculum and the

student experience as well as her/his/their own craft;

• dedicates her/himself/themselves to anti-bias and equity work and understands both culturally

responsive pedagogy and the social justice dimensions of education;

• commits to innovation, professional growth and reinvention;
• demonstrates a passion for teaching and learning as well as for the subject matter;
• enjoys working with and inspiring high school learners in all areas of school life.

The school offers a salary commensurate with experience as well as a strong benefits package.  100%FTE and begins August 2018

Please review our website (www.bayschoolsf.org) to familiarize yourself with our school and curriculum. If interested in the position, please send all of the items below to: jobs@bayschoolsf.org , subject line: MATH 2018. Incomplete applications will not be considered.

1) Cover letter describing your interest in the position as well as how you anticipate contributing to The Bay School  and to the math team.

2) Resume/C.V.

3) A lesson plan you’ve used in a previous or current course. In an attachment accompanying the lesson plan, please indicate the following:

• for what course the lesson was developed
• for what age group the lesson was directed
• at what point in the course the lesson was used
• How this lesson differentiates for a range of learners
• how this lesson promotes equity/inclusion as well as skill development/refinement

DEADLINE FOR MATERIALS: January 5, 2018