Rantoul City School Dst 137
Junior High Math - JW Eater Junior High
Rantoul City School Dst 137, Rantoul, Illinois, United States, 61868
Rantoul City Schools is hiring Math Teacher for our JW Eater High School beginning with the 2025/26 school year.
Starting date: August 13, 2025
Minimum Starting Salary: $52,205.70 (0 years of experience with Bachelors Degree). Maximum Starting Salary: $98,800.44 (31 years of experience with Masters Degree plus 60 additional hours).
Overview
Job Summary: Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Grade Level Teacher will plan and provide for appropriate learning experiences for students. General Qualifications
Possess a Bachelor’s Degree (Education) or related field. Illinois Teaching Certificate. Understanding and experience with curriculum design, planning and instruction. Strong communication skills (written and oral). Essential Job Skills
Staff member will effectively perform the following duties in a timely manner: Supervises students in a variety of school related settings. Monitors and evaluate student outcomes. Develops, selects and modifies instructional plans and materials to meet the needs of all students. Monitors appropriate use and care of equipment, materials and facilities. Plans, organizes and provides instruction based on Common Core State Standards. Adminsisters informal and formal assessments. Incorporates district initiatives within instruction (adopted programs/policies). Evaluates and assesses student progress against instructional objectives. Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning. Demonstrates knowledge of educational research, trends, and best practices. Provides written feedback to students. Maintains accurate, efficient, and effective records for instructional and non-instructional purposes. Manages classroom organization. Other Duties
Communicates and interacts with students, parents, staff and community. Works cooperatively with the administration and staff to schedule meetings. Participates in district-wide and building committees related to educational and employment matters. Performs other duties as assigned. Teaching Framework Responsibilities
Adapted from the Framework for Teaching. Charlotte Danielson. The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisites and instructional practices specific to the discipline. The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students. The teacher develops instructional outcomes that are of appropriate rigor and aligned to the Common Core Standards. The teacher is aware of resources available through the school or district to enhance teaching and learning. The teacher coordinates knowledge of content, students, and resources to design learning experiences aligned to instructional outcomes, addressing the Common Core Standards. The teacher’s plan for student assessment is aligned with the instructional outcomes and uses clear criteria. The teacher’s interactions with students are friendly and demonstrate care and respect. The teacher creates a classroom culture characterized by commitment to learning and student engagement. The teacher manages instructional groups and materials to maintain routines and safety. The teacher monitors student behavior and responds in a consistent, respectful manner. The teacher ensures the classroom is safe and accessible to all students, and makes effective use of physical resources including technology. The teacher communicates instructional purpose and directions clearly, with appropriate vocabulary for students’ ages and interests. The teacher asks high-quality questions that engage all students in discussion. The teacher creates lessons aligned with outcomes and standards, suitable to students’ development, and facilitates construction of knowledge. The teacher uses assessments to support instruction with regular feedback and clear criteria. The teacher modifies lessons to address student questions and difficulties and seeks approaches for students who need help. The teacher reflects on lessons and identifies improvements. The teacher communicates with families and engages them in the instructional program in a culturally appropriate manner. The teacher participates in the professional community and in school/district events and projects, maintains positive relationships with colleagues, administrators and parents. The teacher participates in professional development based on identified needs and acts on feedback from supervisors and colleagues. The teacher demonstrates ethics and professionalism and complies with school and district regulations. The teacher supervises students in teaching and non-teaching situations, and performs other duties as assigned. Mental Demands
Ability to effectively communicate with parents, colleagues, administration and the educational community. Ability to instruct students effectively and maintain emotional control under stress. Ability to use web-based programs and technology effectively. Working Conditions
Indoor classrooms/school environment with typical school-related exposure to noise, odors, and possible health concerns. Outdoor schoolyard, field trips, varying temperatures and grass exposure. Regular work attendance. Physical Requirements
Indicate according to essential duties/responsibilities. Physical abilities include standing, walking, sitting, using hands dexterously, reaching, climbing/balancing, stooping/kneeling/crouching, talking/hearing, smelling, and lifting/carrying up to 100 pounds as applicable. Approved February 12, 2015. Seniority level: Entry level Employment type: Full-time Job function: Education and Training Industries: Education Administration Programs For questions or more information please contact Heather Jacobs, Principal, hjacobs@rcs137.org
#J-18808-Ljbffr
Job Summary: Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Grade Level Teacher will plan and provide for appropriate learning experiences for students. General Qualifications
Possess a Bachelor’s Degree (Education) or related field. Illinois Teaching Certificate. Understanding and experience with curriculum design, planning and instruction. Strong communication skills (written and oral). Essential Job Skills
Staff member will effectively perform the following duties in a timely manner: Supervises students in a variety of school related settings. Monitors and evaluate student outcomes. Develops, selects and modifies instructional plans and materials to meet the needs of all students. Monitors appropriate use and care of equipment, materials and facilities. Plans, organizes and provides instruction based on Common Core State Standards. Adminsisters informal and formal assessments. Incorporates district initiatives within instruction (adopted programs/policies). Evaluates and assesses student progress against instructional objectives. Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning. Demonstrates knowledge of educational research, trends, and best practices. Provides written feedback to students. Maintains accurate, efficient, and effective records for instructional and non-instructional purposes. Manages classroom organization. Other Duties
Communicates and interacts with students, parents, staff and community. Works cooperatively with the administration and staff to schedule meetings. Participates in district-wide and building committees related to educational and employment matters. Performs other duties as assigned. Teaching Framework Responsibilities
Adapted from the Framework for Teaching. Charlotte Danielson. The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisites and instructional practices specific to the discipline. The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students. The teacher develops instructional outcomes that are of appropriate rigor and aligned to the Common Core Standards. The teacher is aware of resources available through the school or district to enhance teaching and learning. The teacher coordinates knowledge of content, students, and resources to design learning experiences aligned to instructional outcomes, addressing the Common Core Standards. The teacher’s plan for student assessment is aligned with the instructional outcomes and uses clear criteria. The teacher’s interactions with students are friendly and demonstrate care and respect. The teacher creates a classroom culture characterized by commitment to learning and student engagement. The teacher manages instructional groups and materials to maintain routines and safety. The teacher monitors student behavior and responds in a consistent, respectful manner. The teacher ensures the classroom is safe and accessible to all students, and makes effective use of physical resources including technology. The teacher communicates instructional purpose and directions clearly, with appropriate vocabulary for students’ ages and interests. The teacher asks high-quality questions that engage all students in discussion. The teacher creates lessons aligned with outcomes and standards, suitable to students’ development, and facilitates construction of knowledge. The teacher uses assessments to support instruction with regular feedback and clear criteria. The teacher modifies lessons to address student questions and difficulties and seeks approaches for students who need help. The teacher reflects on lessons and identifies improvements. The teacher communicates with families and engages them in the instructional program in a culturally appropriate manner. The teacher participates in the professional community and in school/district events and projects, maintains positive relationships with colleagues, administrators and parents. The teacher participates in professional development based on identified needs and acts on feedback from supervisors and colleagues. The teacher demonstrates ethics and professionalism and complies with school and district regulations. The teacher supervises students in teaching and non-teaching situations, and performs other duties as assigned. Mental Demands
Ability to effectively communicate with parents, colleagues, administration and the educational community. Ability to instruct students effectively and maintain emotional control under stress. Ability to use web-based programs and technology effectively. Working Conditions
Indoor classrooms/school environment with typical school-related exposure to noise, odors, and possible health concerns. Outdoor schoolyard, field trips, varying temperatures and grass exposure. Regular work attendance. Physical Requirements
Indicate according to essential duties/responsibilities. Physical abilities include standing, walking, sitting, using hands dexterously, reaching, climbing/balancing, stooping/kneeling/crouching, talking/hearing, smelling, and lifting/carrying up to 100 pounds as applicable. Approved February 12, 2015. Seniority level: Entry level Employment type: Full-time Job function: Education and Training Industries: Education Administration Programs For questions or more information please contact Heather Jacobs, Principal, hjacobs@rcs137.org
#J-18808-Ljbffr