About this role
Job Title: Middle Level Teacher:Math Reports To: Building Principal Contract Length: 184 Days Exempt/Nonexempt: Exempt Department: Leadership & Learning Reynoldsburg City Schools is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. At Reynoldsburg, our educators embody the principles outlined in Our Portrait of an Educator, inspiring students to innovate, collaborate, and excel. For more information, visit https://www.reyn.org/about-rcs/mission-vision-values. Primary Job Function: The Reynoldsburg City Schools' Middle Level Teacher - Math is responsible for serving as an instructional leader and mentor during a critical developmental and transitional stage for students in grades 6-8. This role requires implementing departmentalized content expertise, developmentally responsive instruction, and targeted interventions to support academic growth, social-emotional development, and successful progression to high school. For educators in the Career Exploration pathway, this includes providing foundational technical, academic, and experiential instruction to introduce students to Ohio's 16 career fields, embedding employability skills, and integrating state career-planning platforms. Guided by Ohio's Learning Standards, Ohio's Career Connections Framework, and Ohio Teacher Evaluation System (OTES 2.0) standards, the educator creates a safe, positive classroom and laboratory environment that helps students connect classroom learning directly to future high school career-technical education (CTE) pathways and workforce opportunities. Minimum Qualifications:
• Bachelor's degree from an accredited college or university in Education or a relevant technical/content field such as Agriculture, Engineering, Business, Computer Science, or a related academic discipline.
• Valid Ohio Educator/Teaching License appropriate for the grade levels and subject areas taught (e.g., Middle Childhood 4–9 with appropriate content concentration, Adolescent/Secondary 7–12, valid Career-Technical teaching license, or valid alternative/supplemental credential matching Ohio Department of Education and Workforce requirements).
• Successful completion of Federal (FBI) and State (BCI) criminal background checks.
• Strict adherence to the Licensure Code of Professional Conduct for Ohio Educators, state law, and Board of Education policies.
Preferred Qualifications:
• Experience implementing Project-Based Learning (PBL), STEM/STEAM, inquiry-based instructional models, "Design Cycle" projects, or experiential learning frameworks in a middle school setting.
• Specialized certification or coursework (e.g., Career-Technical Education).
• Familiarity with Career-Technical Student Organizations (CTSOs), work-based learning models, and local Business Advisory Councils.
• Proficiency in navigating and implementing state-guided career planning tools, including OhioMeansJobs K-12.
• Demonstrated ability to support student behavior using restorative, PBIS, and trauma-informed practices.
• Native or near-native fluency in the target language (for Foreign Language elective assignments).
Essential Duties and Responsibilities: Primary functions may include the following duties, responsibilities, skills, abilities, and other characteristics. This list of tasks is ILLUSTRATIVE ONLY and is not intended to be a comprehensive listing of tasks performed by all positions within this classification. Instructional Planning and Lesson Delivery (OTES 2.0)
• Plan and deliver rigorous, standards-aligned instruction using district curriculum, Ohio Learning Standards, and Ohio's Career Connections Framework.
• Design and facilitate inquiry-based lessons, laboratories, and simulations that connect classroom learning directly to real-world and future workforce applications.
• Communicate clear, high expectations for all students while utilizing content-specific strategies to teach main concepts, industry fields, and core employability skills effectively.
• Incorporate project-based learning frameworks and explicitly evaluate core employability soft skills within the daily curriculum.
Classroom Environment and Management (OTES 2.0)
• Establish and maintain consistent routines and expectations aligned with building-wide Positive Behavioral Interventions and Supports (PBIS) frameworks to maximize instructional time.
• Create a safe, positive, respectful, and routines-driven classroom and laboratory environment where students safely operate industry-specific equipment and follow strict emergency protocols.
• Serve as a mentor and positive role model, fostering student-led collaboration, teamwork, and critical thinking through social-emotional and developmental transitions.
• Supervise students in both instructional and non-instructional settings, including hallways, cafeterias, and arrival/dismissal areas.
Assessment, Data Analysis and Intervention (OTES 2.0)
• Implement a balanced framework of diagnostic, formative, and summative assessments to measure student aptitudes, interests, and academic progress.
• Analyze student data using local district metrics, state performance indicators, and data tools (e.g., MAP, IXL) to inform, modify, and differentiate the teaching-learning cycle to close achievement gaps.
• Lead “Success Labs” and targeted Tier 2 intervention periods to provide individualized or small-group instruction to reinforce core skills and reteach complex concepts.
• Administer career interest inventories and guide students in creating individualized Student Success Plans using digital career-planning platforms like OhioMeansJobs K-12.
Professional Collaboration and Partnership (OTES 2.0)
• Participate actively in Teacher-Based Teams (TBTs), Professional Learning Communities (PLCs), and professional development opportunities.
• Maintain regular, transparent communication with families regarding academic progress, behavior, and career pathway choices using district-approved platforms.
• Partner with high school CTE instructors, local businesses, chambers of commerce, and the district's Business Advisory Council to arrange guest speakers, workplace visits, and smooth transitions into high school programs of study.
• Actively recruit for middle school elective pathways and career-technical exploration programs.
• Differentiate instructional materials and laboratory resources to meet the needs of all Ohio students, including special populations, subgroups, and non-traditional student populations.
Subject Area–Specific Technical Responsibilities
• Mathematics: Apply concrete–representational–abstract (CRA) instructional sequences; integrate digital platforms like Desmos or Zearn to enhance mathematical reasoning.
Knowledge of:
• Adolescent development, middle school child psychology, Ohio Learning Standards, and multi-tiered systems of support (MTSS).
• Career-Technical Competencies, workforce development frameworks, and Ohio's 16 career fields.
• Proper operation, safety protocols, and emergency procedures for industry-specific classroom and laboratory equipment.
• Ohio school law, Ohio Department of Education and Workforce CTE rules, the OTES 2.0 evaluation framework, and state Student Success Plan requirements.
Skilled in:
• Data analysis, local district metric tracking, instructional technology integration, and educational software platforms (e.g., OhioMeansJobs K-12).
• Utilizing experiential, project-based (PBL), and inquiry-led teaching methods to communicate complex academic or industry concepts.
• Communicating clearly, transparently, and effectively with adolescents, parents, building administrators, and corporate/community partners.
Ability to:
• Differentiate instruction and environments for a wide range of learners, including special populations, subgroups, and non-traditional student populations.
• Build trusting relationships and cultivate an intrinsic desire within students to work productively, explore potential career interests, and assume ownership of their paths.
• Partner seamlessly with educators across core academic disciplines to design and execute authentic, interdisciplinary learning opportunities.
• Review assessment trends and district performance indicators to identify program gaps and optimize curriculum delivery.
PHYSICAL DEMANDS & WORKING CONDITIONS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions in keeping with law. Physical Demands – While performing the duties of this job, the employee is regularly required to communicate with others. The employee is required to sit or stand and move around for extended periods of time. While performing the duties of this job the employee must be able to push, pull, lift and carry over 25 pounds on occasion. Working Conditions – The employee in this position may experience occasional exposure to blood, bodily fluids and tissue. The employee may also be required to interact with unruly children. Driving Requirement – This position may require driving to various school sites or events. This job description is subject to change and in no manner states or implies that these are the only duties and responsibilities to be performed by the employee. The employee will be required to follow the instructions and perform the duties required by the employee's supervisor and or appointing authority.