We are a small and mighty tribe seeking a grades 5-12 science and high school math teacher position onsite Tuesdays, Wednesdays, and Thursdays for our unique relationship-based school for twice-exceptional learners (intellectually gifted learners with a learning difference, disorder, or challenge = neurodiverse learners).
Looking for meaningful and rewarding work? We have a team of passionate, knowledgeable, caring educators who are connected as a teaching team. Together, we CAN make a difference! Our school has a family feel. It is a house and extra building converted to a school with five acres.
Great Minds Learning Community is a three-day-a-week (Tuesday through Thursday), small alternative, accredited private micro-school in Pflugerville catering to intellectually gifted students and twice-exceptional students (intellectually gifted with learning differences/disabilities/challenges), such as dyslexia, ADHD/ADD, sensory processing challenges, vision challenges, dysgraphia, dyscalculia, chemical sensitivity and allergies, Asperger’s/High Functioning Autism, anxiety, or social difficulties, and those students that benefit from a smaller class size. Our students are mainly twice-exceptional, AKA bright and quirky, remarkable young people!
We have a student-teacher ratio of 7 to 1, so you can really get to know your students and make an impact.
Students served: Gifted and twice-exceptional learners in Grades 5–12. Small, mixed-age classes with a 7:1 student-teacher ratio.
The position is:
You can expect to work about 36-38 hours a week. We have a unique a 33-week school year, perfect for people who love to travel, have kids off over the summer, or pursue other summer jobs or activities. You teach Tuesdays, Wednesdays, and Thursdays on-site (no Mondays or Fridays, as our core program is a three-day program), with lesson planning and other duties done at your convenience at home. The lesson planning and offsite time is a substantial part of the job in addition to the onsite time.
Onsite: 8:45-3:45 p.m. Tuesday, Wednesday, and Thursday, teaching two science periods (with some higher-level items and deliverables for those getting transcipt credit) and two math periods. You will facilitate the activities throughout the day, such as drop-off and pickup, homeroom, community time, and breaks and recess with the other teachers.
The off-site hours consist of: at-home planning time (we do not plan on-site), Zoom staff meetings, parent-student-teacher communication, especially about preparing the projects, one-on-one student meetings, and teacher meetings with the head of school or your department, research, email collaboration and responses, collaborating with co-workers and the head of school, writing individual progress reports, providing student work samples, preparing for and attending Celebrations of Learning and other school events, and other teacher duties as assigned.
For math:
You will teach two of the four math classes. We use curricula for math and supplement that with hands-on manipulatives and games. For under grade 6 level, we use Right Start Math (game-based).
For grades 6-9 levels, we use online DESMOS.
For grades 10+, we use online Thinkwell.
We use an "I do, we do, you do" approach and support students in a variety of ways to accommodate different learning styles (e.g video, whiteboard, spoken, visual, etc.)
Transcripts: While many students request transcripts (optional but highly encouraged for high schoolers), we focus on the learning and not drill and kill, so we focus on each student's individual growth and content mastery and not the volume of problems completed. We do not do standardized tests and generally there is no math homework.
How Do We Roll? For most of our classes, our school is hands-on and project-based, with lots of student voice and choice, balanced with guide rails and teacher-decided items. We are an alternative school seeking someone who is out of the box and who can really focus on the kids' needs and can pull together eclectic teaching material (especially for science; math has a curriculum) that may be out-of-the-box to meet their needs.
We encourage teachers interested in alternative education and who are relationship-based, as a strong personal relationship with each student is key to opening the door to learning with our student body in particular.
We focus much of our math efforts on a set curriculum pulling in eclectic resources to promote math problem-solving and math they will use in real life. Many of our students understand advanced math concepts quickly (the gifted piece) but get bogged down with the mechanics of math or the executive functioning part of math (the difference/disability piece), so we want someone that can encourage a math mindset and provide visuals, manipulatives, and tools to help with the mechanics. We focus on real-world math whenever possible to connect it to the students' lives, passions, and interests.
No math degree is required, but we require previous experience teaching math. These are generally small classes of 3-12 learners.
We're seeking an ability to tune into each child as an individual on a daily basis to see where their "stretch zone" is that day and aim for that, focusing on being strengths-based and flexible.
We looking for someone flexible and adaptable to the students needes who is part teacher, part guide, part coach, part project manager, part mentor and friend, part improviser with lots of enthusiasm and passion and who takes initiative being self-directed, as well as is a team player.
Science: Not Your Usual Science Class: You will LOVE our science class! Our science class is a project-based class based on student-voted ideas. Each of the four learning blocks, the teacher provides 5 broad science areas.
After voting one of the 5 broad science areas, students each submit ideas at the beginning of the learning block within that area. Then, all students explain/lobby for their ideas, then vote as a school to choose one idea. Since we do not know what the topic voted on is until the students vote, the teacher does not create the lesson plan or project criteria until they find out what the students have voted.
There is a lot of science. But also, much of the project process is about honing executive functioning skills, working in groups, persisting through challenges, and so on (all skills this bright but challeged kids need), so it is a mix of science with social and emotional skills naturally built in. These are some of the biggest learning gaps for the kids and these 21st Century skills are many employers say are most needed for 21st-Century employees.
The students personalize the projects somewhat to their interests while still staying within the topic criteria. There is foundational science work (more at the beginning of the project but also throughout the project). You are working with small groups on their specific projects.
It is a combination of foundational learning and projects, with hands-on projects and learning in action being the focus. It is non-traditional and is SO fun! We do not use a curriculum or study the same science subject the entire year so that boosts engagement. Instead, we do one project per learning block and dig in deep into that topic. This project-based format helps our unique kids thrive. It requires an open-minded, flexible teacher who will meet the students where they are at and provide the science through a passion-based, student-based approach. If you are looking for a typical science class, this is not for you. If you love science and getting hands-on and messy, creative, digging deep, and being a bit silly, this is for you.
Transcripts: While many students request transcripts (optional but highly encouraged for high schoolers), we focus on the learning and not tests and quizzed. We focus on each student's individual growth AKA “stretch zone” and content mastery.
There are four learning blocks per year, and there is one project per learning block. At the end of the learning block, students show their work to family and friends at our Celebration of Learning. Those students requesting transcripts will have additional requirements.
Many of our students understand advanced concepts quickly and are SO creative (the gifted piece) but get bogged down with the mechanics of writing (several have dysgraphia) and especially the executive functioning part. We focus on real-world activities whenever possible to connect to the students' lives, passions, and interests.
No science or math degree is required, but we require previous experience teaching or tutoring diverse learners, ideally twice-exceptional learners. Most of all, this position requires being a lifelong learner, relationship-based, flexible, and passionate about the kids and about the projects, being self-directed and also a team player.
We're seeking an ability to tune into each child as an individual on a daily basis to see where their "stretch zone" is that day and aim for that, focusing on being strengths-based and flexible.
We looking for someone flexible and creative who is part teacher, part guide, part coach, part project manager, part mentor and friend, part improviser with lots of enthusiasm and passion and who takes initiative being self-directed, as well as is a team player.
For these kids, the relationship is king, so we focus on building the relationship, which helps open the door to their learning. Getting to know the kids and meeting them "where they are at" in their individual "stretch zones" and being flexible is key to their success.
We do not use a set of curricula and are not worksheet-based. We are project and passion-based, balanced with guide rails and some teacher-provided structure. You have the freedom to use eclectic resources and find what works best with your students, following themes and real-world activities.
Model/philosophy: We are an accredited private school that is strengths-based, focused on 21st-Century skills and real-world, project-based learning. We place a large focus on nurturing social, emotional, and executive functioning skills, in addition to academic growth. We nurture and support each student within their individual “stretch zone” to gradually and consistently grow through our relationship-based approach, small class sizes, and 7:1 student-teacher ratio.
Schedule: Tuesday through Thursday, August–May, with short breaks throughout the year to allow time for recharging and travel. There is no Monday or Friday teaching. It is only 33 teaching weeks per year and three teaching days per week!
Why Join Our Team
Our team is made up of creative, committed educators who are passionate about both their work and the mission of making a difference in the lives of our remarkable, unique group of students and the world. Our work environment is built on a foundation of respect for everyone’s ideas, mutual support, and appreciation for one another. We’re a close-knit team, and we would love for you to join us!
Benefits:
No Monday or Friday teaching
Only a 33-week year with ample breaks throughout the year for life balance!
Lesson plan at home at a schedule that is convenient for you
401K with a 100% match for the first 3 percent and a 50% match for the fourth and fifth percent of employee contribution if you choose to be in the plan
Bonuses and gift cards
Paid Time Off
Teacher Appreciation Day
Birthday celebrations
Professional Development
Team-building events
Employee Retention bonus (after one year)
Freedom to go to the beat of your own drummer and infuse your personality
Small class sizes to really get to know your students and make a difference
We focus on a fun and engaging way to teach 21st-century competencies, including problem-solving, critical thinking, collaboration, communication, and creativity.
Non-traditional teaching backgrounds are welcome! Teachers with backgrounds in alternative education, homeschooling, multi-age classrooms, or project-based learning teaching a variety of subjects are welcome! We do not require a teaching certificate, but do require a Bachelor's Degree and teaching experience and experience with diverse groups of learners, preferably with gifted and twice-exceptional learners. We have a homey feel and a tribal atmosphere with an amazing community of students and parents!
We do not have required grades, required standardized tests, or homework (except a bit for those requesting transcripts). We have learning goals, narrative student progress reports, and student celebrations of learning to share their work.
We focus on nurturing the whole child intellectual, social, and emotional. We use a strengths-based (asset-based) approach, students showing mastery in a way that matches their strengths, Positive Discipline, the Nurtured Heart Approach, class meetings, and an eclectic blend of other resources.
The ideal candidate has these characteristics. Feel free to apply if you meet many but not all of the boxes, as this is an ideal "wish list":
Bachelor’s degree (required)
3 years of teaching or tutoring experience teaching science, math, or similar
Focus on a relationship-based approach, realizing that the relationship and understanding child's unique needs and learning style trumps the subject matter in terms of making progress
Experience in working with diverse groups of learners, preferably with gifted or twice-exceptional kids
Proficient in math knowledge and ability to explain it in easy-to-understand steps.
Proficient in Google drive and learning apps. Moderate tech skills OK.
Coachable in the moment without ego getting in the way, interested and curious about learning every day.
Flexible, innovative, enthusiastic, willing to think outside the box, can work both be organized and work well in an improvisational environment with daily change, challenge, and tweaking!
Experience in accommodating material, teaching methods, methods of showing mastery, and expectations to meet specific student needs due to giftedness/learning differences/challenges.
Understanding and being open to putting strategies into action to support the social, emotional, and executive functioning of each child.
A “walk the walk” belief in and passion for alternative learning environments.
Able to both work in a self-directed fashion and work as part of a team.
Ability to make things novel, fun, and hands-on for the students.
Ability to tailor instruction and mentoring to each individual and be able to quickly adjust to student needs to find what works best. Flexibility is key!
Lifelong learner who embraces new challenges and is comfortable teaching/mentoring a variety of academic subjects, learning alongside the students in areas she/he does not yet know.
Ability to be “in the moment,” connect with and nurture a positive relationship with each child.
Excellent verbal and written communication skills.
Ability to stay calm under stress and have a "thick" skin.
Ability to set kind and consistent boundaries while tweaking to the developmental level/social-emotional level and capacity of the individual child, meeting the child where s/he is at.
“Walks the walk” of positive discipline and communication methods.
Confidence and comfort with a balance of teacher-provided structure with lots of student voice and choice.
Other duties as assigned, as we are co-creating and evolving based on parent and student feedback.
Mental/Physical/Environmental Demands:
Will be exposed to outdoor weather conditions during portions of work day.
Needs to move about inside the classroom or campus as necessary.
Maintain emotional control under stress.
Frequent standing, stooping, bending, pulling and pushing.
Frequent moving of small stacks of media equipment, desks, tables, whiteboards, and other classroom equipment.
Occasionally requires lifting up to 25 pounds.
Occasionally prolonged and irregular hours.
If you are seeking a typical school with a traditional school experience, this position is not for you. If you feel called to a non-traditional experience and making a difference in the lives of these learners who don't fit the traditional box and want a sense of community, creative freedom, working hard, and forming deep relationships, then our tribe may be a great fit!
Please read about our unique school and see if what we are about resonates with you: http://www.greatmindslc.com
Please provide a resume AND cover letter about why you would be a great fit.
Note: You must be able to get a criminal background check, drug test, and attend interviews before working on our campus. We pay for these items.
Job Type: Part-time
Pay: $36,000 per year
Expected hours: 36-38 per week, 33-week school year