Middle School Math Teacher 2026-2027 -Sign on Bonus $1,500

Job DetailsJob Location

• Bruce
• Guadalupe
• Middle
• School - milwaukee,
• WI 53204Position
• Type:
• Full
• TimeEducation
• Level: 4
• Year
• DegreeJob
• Shift:
• DayJob
• Category: EducationUCC is seeking a dynamic and dedicated Middle School Math Teacher to join our faculty. The ideal candidate will possess a passion for making mathematics accessible and engaging for students in Grades 6-8, a critical period for developing algebraic thinking and problem-solving confidence. You will be responsible for creating a supportive classroom environment that fosters mathematical inquiry and prepares students for the rigors of high school mathematics. UCC School teachers are responsible for creating a positive, engaging, and inclusive educational atmosphere that fosters student growth and achievement, where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. Teachers are responsible for organizing and implementing an instructional curriculum/program that will result in students achieving academic success in accordance with United Community Center’s policies, procedures and curriculum guidelines. This role includes planning and delivering standards-aligned instruction, assessing student learning, managing classroom behavior, and building strong relationships with students, families, and colleagues. UCC School Teachers are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.
• Essential
• DUTIES
• AND
• Responsibilities:
• Instruction,
• Planning, and
• Preparation: Develop standards-based, developmentally appropriate lesson plans in alignment with school curriculum and instructional expectations. Design coherent instruction that includes differentiated strategies and scaffolds for diverse learners. Set clear instructional outcomes aligned to curriculum and grade-level expectations. Demonstrate deep knowledge of content and pedagogy, and expertise in assigned subject area/grade level. Integrate knowledge of students’ backgrounds, interests, and learning styles into planning. Administer, select, and prepare formative and summative assessments to monitor student learning. Deliver engaging, rigorous, and grade-appropriate instruction. Use questioning and discussion techniques that promote critical thinking and student voice. Differentiate instruction to meet the needs of all learners, including English language learners and students with IEPs. Check for understanding and adjust instruction in real time based on student needs.
• Curriculum
• Development and
• Implementation: Implement all school curriculum programs and instructional practices with fidelity, following guidelines of the school, district, and state. Plan and deliver effective lessons that facilitate active learning and accommodate different learning styles. Differentiate instruction to meet diverse academic needs, learning styles, and language proficiencies. Integrate technology and innovative teaching methods to enhance classroom learning experiences. Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. Identifies, selects, & modifies instructional resources to meet the needs of learners with varied backgrounds, learning styles, & special needs. Assists in discussing and assessing changing curricular needs and offers plans for improvement. Ensures that student growth and achievement are continuous and appropriate for the age group and follow the curriculum’s scopes & sequences & guidelines.
• Student
• Assessment: Conduct regular assessments to evaluate students’ progress and understanding of the curriculum. Collects and analyzes student assessment data on an ongoing basis, and uses data to inform planning, groupings, and future instruction. Provide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth. Promote student ownership of learning through goal-setting, self-assessment, and reflection. Identify learning challenges and develop strategies to support students with diverse needs. Assumes responsibility for meeting student performance goals, IEP goals, etc. Demonstrates gains in student performance, achievement, and growth over time as a result of instructional practices. Prepares students for local, state, and national assessments as required by the school and grade level
• Classroom
• Management: Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process. Establishes and maintains a positive and inclusive classroom environment conducive to learning with clear expectations, routines, and procedures for student behavior. Implements consistent and effective classroom management strategies with classroom rules and behavior expectations, promoting respectful and responsible behavior. Uses proactive, positive reinforcement strategies to encourage appropriate behavior. Recognizes and celebrates student successes to build confidence and motivation. Foster a classroom culture of mutual respect and high expectations, that is inclusive, equitable, and respectful of all students. Foster a safe and supportive atmosphere where students feel valued and encouraged to participate Effectively monitor and supervise students at all times. Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment. Manage student behavior proactively and respectfully using positive behavior supports across the school environment. Maintain a well-organized, structured, inviting, and culturally responsive physical space. Encourage student collaboration and responsibility for classroom norms Social-Emotional Learning & Student Relationships Models and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate. Integrate Tier 1 social-emotional learning (SEL) into regular instruction using age-appropriate strategies and curricula aligned with school-wide SEL initiatives. Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure. Identify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed. Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making
• Communication &
• Family
• Engagement: Communicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, areas for growth, and upcoming events using school-selected communication platforms. Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth. Counsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year Conduct parent-teacher conferences to discuss individual student performance and set goals for improvement. Collaborate with parents to support students’ learning at home and encourage parental involvement in school activities. Models professional and ethical standards when dealing with students, parents, peers and community. Establishes and maintains cooperative working relationships with students, parents and other professionals. Share academic and behavioral updates in a clear, empathetic, and strengths-based manner. Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns. Participate in family-teacher conferences and contribute to school events or family engagement opportunities.
• Professional
• Development: Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments. Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings. Reflect on teaching practices and seek opportunities for continuous improvement. Engage in professional learning communities and schoolwide initiatives. Uphold ethical practices and professional conduct. Collaborate with colleagues, support staff, and administration to support student success. Contribute to a positive school culture and shared leadership.
• Collaboration and
• Teamwork: Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices. Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc. Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans. Participate in data meetings and problem-solving sessions to identify student needs and recommend interventions. Partner with the school counselor and other specialists to support students experiencing trauma, transitions, or other significant challenges. Support classroom behavior through proactive management strategies and, when appropriate, restorative practices.
• Records and
• Documentation: Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents. Prepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures. Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions. Uphold school, district, and state policies regarding child safety, mandated reporting, and confidentiality.
• Intended
• Outcomes
• AND
• SUCCESS
• MEASURES: Improve student academic achievement and growth as observed through relevant assessments (aimswebPLUS, NWEA MAP data, Forward data, summative/formative assessments, and/or EE data). Increase the number of students meeting or exceeding grade level expectations across core content areas. Apply and implement professional learning and training practices provided by the school and/or district. Be responsive to the data and feedback provided by administrators and coaches and adjust instructional practices to best meet student needs. Effective management and support for student behaviors in a classroom setting. Effective instructional strategies in place to maximize engaged student learning time and minimize disruptions and lost instructional time Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.
• Knowledge,
• SKILLS,
• AND
• ABILITIES: Demonstrates Basic computer knowledge, basic knowledge of email, Excel, Word, Google forms and other Google applications. Demonstrates leadership in the classroom. Demonstrates attention to detail and problem-solving skills Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self- reflect, and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students’ special needs and parents. Handle sensitive information in a confidential manner’ Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations. Qualifications Bachelor’s Degree and current Wisconsin DPI teacher licensure aligned with the position and specific assigned roles and responsibilities required. Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills. Must have a valid driver’s license and reliable transportation.
• Physical
• REQUIREMENTS: Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range Ability to receive and respond to oral communication.
• WORKING
• CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.