Inspiring Math Teacher — Student-Centered & Equity-Focused

The Illinois Association of School Administrators

Oak Park (IL)

On-site

USD 60,000 - 85,000

Full time

14 days+

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Job summary

The Illinois Association of School Administrators invites applications for a Math teacher to work with the OPRF Math division. The role focuses on planning and facilitating student-centered mathematics learning in alignment with district standards and the Common Core.

The ideal candidate supports equity and inclusive practices, maintains student progress records, and collaborates with colleagues to ensure consistent, high-quality instruction across classrooms.

Qualifications

  • Valid Illinois Professional Educator’s License with Math endorsement.
  • ESL and Computer Science endorsements preferred.
  • Commitment to equity and creating a supportive and inclusive learning environment for all students.

Responsibilities

  • Plan and instruct students on district Mathematics curriculum aligned to the Common Core Standards.
  • Develop lesson plans and goals that meet district expectations.
  • Conduct formal and informal assessments to evaluate student progress.
  • Collaborate with other staff to plan equitable instruction across classrooms.
  • Establish a safe atmosphere conducive to a positive learning environment.
  • Communicate with parents and students regarding progress.

Skills

Mathematics instruction
Curriculum planning
Assessment & data analysis
Collaboration
Classroom management

Education

Illinois Professional Educator’s License (Math)

Job description

The Illinois Association of School Administrators invites applications for a Math teacher to work with the OPRF Math division. The role focuses on planning and facilitating student-centered mathematics learning in alignment with district standards and the Common Core.

The ideal candidate supports equity and inclusive practices, maintains student progress records, and collaborates with colleagues to ensure consistent, high-quality instruction across classrooms.

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