Middle Level Teachers: Social Studies

BALDWIN RD JR HIGH; Reynoldsburg (OH); On-site; USD 52,000 - 68,000; Full time

Job summary

Reynoldsburg City Schools is seeking a Middle Level Social Studies teacher for BALDWIN RD JR HIGH in Reynoldsburg, Ohio. The role emphasizes instructional leadership for grades 6–8, with a focus on standards-aligned instruction and fostering a positive classroom environment.

You will plan rigorous, inquiry-based lessons, differentiate instruction using student data, and collaborate with colleagues and families to support student growth and high expectations.

Qualifications

• Bachelor’s degree in Education or a core academic discipline.
• Valid Ohio teaching license appropriate for middle grades and subject areas.
• Background checks (FBI/BCI) completed and clear.
• Adherence to Licensure Code of Professional Conduct for Ohio Educators.

Responsibilities

• Plan and deliver standards-aligned core instruction using district curriculum.
• Design inquiry-based, engaging lessons connecting concepts to real-world applications.
• Differentiate instruction to meet varied student needs using data and district metrics.
• Collaborate with Teacher-Based Teams and maintain family communication via approved platforms.

Skills

Instructional planning

Differentiated instruction

Data analysis

PBIS

Education

Bachelor's degree in Education

Ohio Educator License (Middle Childhood 4-9)

Tools

MAP

IXL

Job description

Middle Level Teachers: Social Studies

Reynoldsburg City School District BALDWIN RD JR HIGH - Reynoldsburg, Ohio Open in Google Maps

This job is also posted in Ohio Education Job Board: Ohio's resource for jobs in education , and Reynoldsburg City School District

Job Details

Job ID: 5929381

Application Deadline: Posted until filled

Posted: Sep 16, 2026 4:00 AM (UTC)

Starting Date: To Be Determined

Job Description

Job Title: Middle Level Teachers: Social Studies

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 Core Subjects Teacher 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. Guided by Ohio’s Learning Standards and the Ohio Teacher Evaluation System (OTES 2.0) framework, the educator creates a safe, positive, and engaging classroom environment that fosters critical thinking, collaboration, and core academic mastery.

Minimum Qualifications

• Education: Bachelor’s degree from an accredited college or university in Education or a core academic discipline (Mathematics, Science, English/Language Arts, Social Studies/History).
• Licensure: Valid Ohio Educator/Teaching License appropriate for the grade levels and subject areas taught (e.g., Middle Childhood 4–9 with appropriate content concentrations, or valid alternative/supplemental credentials matching Ohio Department of Education and Workforce requirements).
• Background Check: Successful completion of Federal (FBI) and State (BCI) criminal background checks.
• Ethics: 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), inquiry-based instructional models, or interdisciplinary units in a middle school setting.
• Demonstrated proficiency in utilizing diagnostic, formative, and summative data to differentiate core academic instruction.
• Demonstrated ability to support student behavior using restorative practices, Positive Behavioral Interventions and Supports (PBIS), and trauma-informed approaches.
• Experience delivering targeted Tier 2 interventions and academic acceleration.

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.

1. Instructional Planning and Lesson Delivery (OTE 2.0)

• Plan and deliver rigorous, standards-aligned core instruction using district curriculum and Ohio Learning Standards.
• Design and facilitate inquiry-based, engaging lessons that connect academic concepts to real‑world applications and higher‑order thinking skills.
• Communicate clear, high academic and behavioral expectations for all students while utilizing content‑specific strategies to teach core concepts effectively.
• Incorporate collaborative and project‑based learning opportunities within daily instruction.

2. 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 structured classroom environment conducive to learning and student growth.
• Serve as a mentor and positive role model, fostering student 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.

3. Assessment, Data Analysis, and Intervention (OTES 2.0)

• Implement a balanced framework of diagnostic, formative, and summative assessments to measure academic progress and skill acquisition.
• Analyze student data using local district metrics, state performance indicators, and digital assessment tools (e.g., MAP, IXL) to inform, modify, and differentiate instruction to close achievement gaps.
• Lead targeted Tier 2 intervention and acceleration periods to provide individualized or small‑group instruction to reinforce core skills and reteach complex concepts.

4. Professional Collaboration and Communication (OTES 2.0)

• Participate actively in Teacher‑Based Teams (TBTs), Professional Learning Communities (PLCs), and building/district professional development opportunities.
• Maintain regular, transparent communication with families regarding academic progress, classroom behavior, and student success using district‑approved platforms.
• Partner seamlessly with multidisciplinary teams, intervention specialists, and support staff to differentiate materials and meet the needs of all learners, including English learners and students with IEPs or 504 plans.

5. Subject Area–Specific Content Responsibilities

• Social Studies: Implement inquiry‑based practices aligned with the Ohio Learning Standards for Social Studies (History, Geography, Civics, and Economics); utilize primary and secondary sources to develop historical thinking, media literacy, and civic reasoning; integrate disciplinary literacy strategies to support student analysis of complex texts.

Knowledge, Skills, and Abilities

Knowledge of:

• Early adolescent development, middle school psychology, Ohio Learning Standards for assigned content areas, and Multi‑Tiered Systems of Support (MTSS).
• Effective pedagogy, content‑specific instructional strategies, and formative assessment design.
• Ohio school law, district policies, and the OTES 2.0 evaluation framework.

Skilled in:

• Data analysis, instructional technology integration, and educational software platforms.
• Utilizing student‑centered, inquiry‑led, and differentiated teaching methods to communicate core academic concepts.
• Communicating clearly, transparently, and effectively with adolescents, parents, colleagues, and building administrators.

Ability to:

• Differentiate instruction and learning environments for a wide range of academic needs and learning styles.
• Build trusting, respectful relationships with middle school students that encourage academic ownership and self‑advocacy.
• Collaborate with colleagues across core academic disciplines to design meaningful, interdisciplinary learning opportunities.

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 accommodations 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. The employee must be able to push, pull, lift, and carry up to 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 dysregulated or unruly children.

Driving Requirement: This position may require driving to various district sites or events as needed.

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 or appointing authority.

Position Type: 1.0 FTE
Job Categories:

Classroom Teacher > Social Studies: General

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Human Capital Management
• 7244 E Main St.
• Reynoldsburg, Ohio 43068
• Phone: [phone]
• Email: [e-mail]

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