MYP Math Teacher (Full Time, 2026/2027 School Year)

Le Jardin Academy; Kailua (HI); On-site; USD 58,126 - 106,415; Full time

Job summary

Le Jardin Academy is seeking a full-time MYP Math Teacher for the 2026/2027 School Year. Candidates must hold a Bachelor’s degree in a related field and have a minimum of 3 years of teaching experience. Preferred qualifications include a Master’s degree in Education and experience with the IB.

The role emphasizes supporting student development and fostering a positive community. Responsibilities include engaging in professional development, leading projects, and upholding the school's mission and values.

Qualifications

• 3 years teaching experience is required.
• Experience and understanding of the IB is preferred.
• Authorized to work in the United States.

Responsibilities

• Support values and mission of Le Jardin Academy.
• Engage in professional growth activities.
• Lead I-Term and Impact Projects.

Skills

IB understanding

Classroom management

Curriculum development

Education

Bachelor’s degree in a related field

Master’s degree in Education (preferred)

Job description

Le Jardin Academy is looking for a MYP Math Teacher (Full‑time) for the 2026/2027 School Year. A Bachelor’s degree in a related field is required; a Masters degree in Education or current teaching credential is preferred along with a minimum of 3 years of teaching experience. Experience and understanding of the IB is a plus. Applicants must be authorized to work in the United States. Salary Range: $58,126 to $106,415.

Responsibilities

The fundamental responsibility of faculty at Le Jardin Academy is to support the values, beliefs, and intended outcomes expressed in the school Mission Statement, Values, and Vision, as well as uphold the integrity of the International Baccalaureate Programme. Teachers are expected to honor our school wide agreements at all times and to support students in their holistic growth and development.

Faculty Expectations

Steady support for the cultivation of a community of learners who embrace hana pono to positively impact the world, faculty are expected to:

• Engage actively in an annual Professional Growth Process, including:
  • active contribution to a Professional Learning Community (PLC) whose focus relates to annual operational goals
  • attend relevant trainings as determined with supervisor
  • engage in a start of year, mid‑year, and end‑of‑year meeting with supervisor
• Engage actively in all in‑house professional development as scheduled throughout the year, including:
  • In‑service Days, After School Meetings, Teachers as Professionals (TAP) offerings throughout the year
  • Participate in two curriculum release days, which are scheduled with the relevant Academic Dean and IB Coordinator
• Support parent and student understanding of IB program, including grading criteria and the role of assessments in learning
• Engage actively and come prepared to regular meetings, as scheduled, with relevant IB coordinator, Subject Area team, Grade Level team, Student Support team, and Experiential Learning team
• Supervise Personal Project(s) and/or Extended Essay(s)
• Supervise a Passion/Personal Inquiry Project (MYP teachers) and/or a Student Support Block (targeted or structured, per supervisor’s discretion)

Actively co‑create and lead an I‑Term with a student cohort, utilizing the I‑Term Faculty Handbook and professional development to guide engagement. There is no requirement for travel for I‑Term. Faculty are expected to collaborate with additional guides who may or may not be LJA Faculty.

Actively co‑create and lead an Impact Project once or twice a week, per supervisor discretion. Engage in “hana pono” projects as assigned throughout the year, modeling core qualities of a philanthropic mindset.

Honor individual pathways to success and happiness

The unique gifts of each individual enrich our learning community. We honor and support diverse approaches to self‑actualization through inquiry and passion‑based learning. We embrace happiness as an essential measure of our efficacy as an educational institution.

In order to ensure individual pathways to success and happiness are honored, faculty are expected to:

• Teachers should generally be on campus by 8:00 am, and available to students on campus until 4:00 pm unless there is a scheduled meeting after school.
• Provide students an adequate opportunity for tutoring through designated after or before school office hours twice a week. Faculty should have posted office hours weekly. For example: 7:30 a‑8:00 a or from 3:30 p‑4:00 p two days per week. Faculty should work with their supervisor for their specific times.
• Actively participate in student support meetings and provide timely and thorough documentation of any student support needed per grade level expectations and practices.
• Consistently utilize appropriate differentiation strategies for all students, addressing different student learning styles, backgrounds and abilities.
• Implement all recommendations/accommodations per Learning/Student Support Plans and/or guidance provided by the Student Support Team.

Strive for excellence

Excellence is achieved through self‑determination, resilience and action. Our culture encourages growth and personal mastery through individual ownership and agency. We are principled in challenging ourselves and others and pursue win‑for‑all outcomes.

In order to support excellence in teaching and learning, faculty are expected to:

• Demonstrate understanding of information from all IB documents and guides, especially the applicable and most up‑to‑date subject guides and Teacher Support Material available on My IB, MYP Principles into Practice (updated 2022); DP Principles into Practice, Best Practices in Teaching and Learning, and the DP Assessment Handbook.
• Maintain updated required IB documents:
  • Unit Plans, including resources and reflections
  • Subject Area scope and sequence
  • Approaches to Learning (ATL) and Social Emotional Learning (SEL) vertical and horizontal articulation
• Integrate IB and LJA‑specific best practices in teaching, learning and assessment, as outlined in IB supporting documents, LJA policies and procedures, and related professional development.
• Work with Experiential learning team, Subject Area leaders and Deans to consistently integrate best practices in experiential and social emotional learning into the curriculum:
  • Actively seek support from the Experiential learning team as needed.
  • As much as practicable, provide excursions or guest experts to support, reinforce and enrich curriculum.
• Deliver a minimum of one interdisciplinary unit per year (MYP teachers only), unless otherwise determined with supervisor approval.
• Deliver curriculum using the following strategies:
  • School Wide Agreements are taught, modeled and upheld.
  • Purpose of learning shared with students.
• Inquiry‑based, concept‑based, and collaborative learning strategies used often, with direct instruction and written, audio or video materials to support these strategies as appropriate.
• Time provided for reflection (on content, on group/class interaction, on self as learner).
• Time provided for independent work and individual teacher feedback.
• Utilize data effectively to guide instructional practice.
• Maintain professional and timely communication as outlined in the Secondary Division Handbook.

Innovate for positive change

By design, we embrace iterative processes by using curiosity and creativity to take action and make change. As local and global citizens, we actively engage our community and partners through shared learning, sustained social and environmental stewardship and innovation with intention.

In order to support innovation, faculty are expected to:

• Consistently strive to experiment with new teaching strategies learned in internal and external PD sessions or peer observations or from other sources.
• Actively engage in iterative implementation of pilot programs, including solution‑oriented feedback.
• Utilize curiosity and creativity within the classroom to encourage students to explore new ideas, ask questions, and engage in problem‑solving activities, leading to meaningful change and learning experiences.
• Collaborate with the Experiential Education Team to provide opportunities to work with local and global communities to introduce students to real‑world challenges and opportunities for positive impact.
• Collaborate with the Experiential Education Team to integrate community service and stewardship into the curriculum to cultivate responsible and active global citizens.

Serve peace

We serve peace in all we do and recognize that positive peace is a consistent value of individual wellbeing, open‑minded and compassionate interaction, and intercultural communication. We respect diverse perspectives and cultivate inclusivity. We peacefully stand up to injustice.

In order to serve peace through teaching and learning, faculty are expected to:

• Actively nurture a sense of belonging and inclusion for all students, families and colleagues in all learning engagements (classroom, hui/hale, impact programs) and daily interactions.
• Consistently integrate Social Emotional Learning and Approaches to Learning skills into the taught curriculum through both direct instruction and pedagogical approach (classroom routines, shared and practiced language, systems for self‑management, etc.):
  • Actively seek support from the Student Support and Dean team as needed.
• Serve as an active, engaged advisor for assigned grade level hui and hale.
• Engage actively as a leader at grade level camp or outer island trip.
• Contribute thoughtfully and use kind, caring language when:
  • Speaking with or about colleagues.
  • Speaking with or about students and/or families.
• Collaborate with Grade Level Leader, Student Support Team, and Experiential Education Team in revising and effectively implementing SEL curriculum within the classroom, hale/hui, impact programs, and other learning contexts.
• Develop learning activities targeting the development of international mindedness and the Learner Profile attributes in written planning and the corresponding classroom practice.

Nurture relationships and resources

Our greatest strength is in community. We steward healthy relationships through mutual respect and collaboration, and care for the wellbeing of people, land and financial resources. Our goal is to ensure resilience, flexibility, and increased access over the long term.

In order to ensure healthy relationships with students, parents and colleagues, faculty are expected to:

• Engage with students in a professionally appropriate, respectful and caring manner.
• Ensure learning environments are welcoming and encourage student‑centered learning.
• Model and teach the school wide agreements.
• Communicate with parents to inform them of the status of their child, as outlined in the Secondary Division Handbook.
• Engage in various community events, including:
  • School day student supervision (lunch, recess, etc. per supervisor assignment)
  • Parent Nights (per supervisor assignment)
  • MYP Personal Project Night (per supervisor assignment)
  • DP Parent Night (DP Teachers)
  • I‑Term Parent Night (all faculty leading off‑island trips required to attend)
  • Open Houses (all faculty required to attend)
  • Concerts (per supervisor assignment)
  • HS Graduation (all HS Faculty required to attend)
  • 8th Grade Moving Up (all 8th grade faculty required to attend)
  • Artsfest (per supervisor assignment)
  • Dances (per supervisor assignment)
  • Other school‑wide events as directed.

Education and Experience

• Bachelor’s degree in related field.
• 3 Years teaching experience.
• Master’s Degree in related field (preferred).
• Experience and understanding of the IB (preferred).

Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee regularly works in an office setting.

Physical Demands

The physical requirements 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 essential functions. While performing the duties of this job, the employee is required:

• Regularly required to use hands and fingers to handle, feel or operate objects, tools or controls.
• Regularly required to reach with hands and arms.
• Frequently required to stand, talk and hear.