Long-Term Substitute - Middle School Math
About The Position
The Long-Term Substitute will take on all aspects of a Middle 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. The Middle School Math Teacher is responsible for designing and delivering developmentally responsive mathematics instruction for students in grades 6–8 within a specialized learning environment serving students with learning differences. Instruction is diagnostic, individualized, and grounded in conceptual understanding and evidence-based practice. The Middle School years represent a critical period of cognitive, social, and emotional growth. The Math Teacher creates a structured and predictable learning environment that builds foundational numeracy and mathematical reasoning while strengthening executive functioning, organization, and academic confidence. The teacher serves as both content expert and mentor, guiding students toward increasing independence within a supportive framework.
Requirements
- Bachelor’s degree in Mathematics, Education, or related field required
- Valid teaching license or ability to obtain licensure preferred
- Strong understanding of middle school mathematics content and progression
- Knowledge of conceptual mathematics and number sense development
- Understanding of learning differences, including dyscalculia, dyslexia, ADHD, and executive functioning challenges
- Ability to differentiate instruction based on diagnostic data
- Strong classroom management and organizational skills
- Ability to build trusting relationships with adolescents and families
- Clear written and verbal communication skills
- Ability to collaborate effectively within a multidisciplinary team
- Commitment to reflective practice and continuous improvement
- 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
- Must be able to use computers, telephones, photocopiers, and related office equipment
Nice To Haves
- Experience teaching middle school mathematics preferred
- Experience working with students with learning differences strongly preferred
- Training in conceptual mathematics instruction, structured intervention, or executive function strategies preferred
Responsibilities
- Demonstrate a commitment to safeguarding children as a priority
- Design and deliver differentiated mathematics instruction informed by diagnostic assessment and individual learning profiles
- Build conceptual understanding of mathematical ideas while strengthening computational fluency
- Implement structured instructional routines that support reasoning, discourse, and problem-solving
- Use formative assessment data to adjust pacing, grouping, and instructional strategies
- Integrate visual models, manipulatives, and structured problem-solving frameworks
- Provide scaffolded support with gradual release of responsibility
- Facilitate mathematical discourse through strategies such as Number Talks and structured discussion
- Assess student strengths and growth areas using formal and informal measures
- Adjust instruction in response to student performance and learning patterns
- Monitor progress toward individualized student goals
- Maintain accurate documentation of instructional adjustments and student growth
- Collaborate with Student Study Teams and specialists to implement and monitor individualized plans
- Explicitly teach executive functioning skills, including organization, task initiation, planning, and self-monitoring
- Create consistent classroom structures that support predictability and regulation
- Coach students in productive struggle and academic perseverance
- Support students in developing self-advocacy through modeling and guided practice
- Monitor and respond to social dynamics and emotional regulation needs in developmentally appropriate ways
- Maintain appropriate professional boundaries with adolescents
- Collaborate with colleagues to ensure curricular coherence and vertical alignment
- Communicate regularly and professionally with families regarding student progress and instructional strategies
- Participate in division meetings, faculty meetings, and professional learning
- Partner with counselors and support staff to address academic and social-emotional needs
- Engage in reflective practice and continuous professional growth
- Uphold confidentiality and ethical standards
- Demonstrate commitment to equity, belonging, and inclusive mathematics instruction
- Supervise students in classrooms, transitions, and common areas
- Contribute to curriculum development and program improvement
