Position Overview The 9th and 10th Grade MYP Mathematics Teacher fosters mathematical thinking, problem-solving, and conceptual understanding through engaging, inquiry-based instruction aligned with the International Baccalaureate Middle Years Programme (MYP). This teacher develops students’ confidence and competence in mathematics by helping them make connections between mathematical concepts, real-world applications, and interdisciplinary learning. Through a balance of skill development, critical thinking, collaboration, and reflection, the teacher supports students in becoming curious, resilient, and independent learners.
Position Details
Reports to: Director of High School and Head of Schools Work Days/Hours: Teaching hours: 4/week (11:46 - 12:36 p.m.) Preparation hours: 2/week Days: M, T, Th, F Course Specifics: Algebra II with four students
Qualifications
Required: Bachelor’s degree in education, mathematics, or a related field Secondary math teaching experience or demonstrated subject matter expertise at a college level Ability to build relational, inclusive learning environments where students feel known and valued Strongly Preferred: Secondary teacher certification in Illinois Experience with International Baccalaureate MYP and/or DP programs Familiarity with inquiry-based and concept-based instructional approaches Essential Job Functions Instructional Leadership Teach one 10th grade math course aligned with IB MYP frameworks Design (guided by curriculum) and deliver concept-based, inquiry-driven units that challenge students to think critically and make real-world connections Integrate faith perspectives thoughtfully into curriculum, helping students explore how mathematics and faith inform ethical decision-making and service Develop and facilitate learning excursions that deepen student understanding and engagement with the wider world Submit unit and weekly lesson plans as prescribed, reflecting on pedagogical practice and adjusting based on student needs and learning data Assessment & Student Growth Use formative and summative assessments aligned with IB rubrics and standards to measure student progress toward learning objectives Implement summative assessments that align with the four subject area criteria Maintain student work samples and provide timely, constructive feedback that helps students understand their growth and next steps Use data regularly to inform instruction and support students across academic, social, emotional, and spiritual dimensions Community & Communication Establish and maintain relational connections with students grounded in clear professional boundaries that foster trust and safety Communicate regularly with parents/guardians through email, phone calls, progress reports, and parent-teacher conferences; address academic or behavioral concerns promptly Update the Toddle platform regularly with classroom grades, highlights, and student reflections, celebrating student learning Attend and actively participate in all required parent-facing events, including conferences, showcase nights, and learning celebrations Work professionally and openly with colleagues to ensure consistency in expectations, teaching practices, and student support across the school Professional Practice & Growth Develop and regularly reflect on individual pedagogical goals, demonstrating a growth mindset and commitment to continuous improvement Model and uphold Daystar Distinctives and Responsive Classroom practices in classroom management and student interactions Maintain a safe, organized learning environment Daystar is a Christian school. Read our Statement of Faith here.
