Role Context
As a Mathematics Teacher at SOLA, Rwanda, the role is fundamental to developing strong quantitative reasoning, problem-solving skills, and mathematical confidence among Afghan girls in a culturally rich and supportive environment. The Mathematics Teacher will inspire students through high-quality instruction that makes mathematics accessible and engaging while embracing the school’s mission to provide a safe and nurturing space for learning. The teacher will collaborate with other faculty members to integrate mathematical thinking across the curriculum and prepare students for future academic and career success.
Reporting Line
The role reports to the Head of School (HoS) and the School Principal.
Job Dimensions
· Curriculum Delivery: Responsible for delivering a comprehensive mathematics curriculum that develops conceptual understanding, procedural fluency, and problem-solving abilities, aligned with both Afghan and international curriculum standards.
- Core Content: Teach number sense, algebra, geometry, measurement, data analysis, and other mathematical topics appropriate to grade levels.
- Applied Mathematics: Connect mathematical concepts to real-world applications and other subject areas.
· Student-Centered Instruction: Develop lessons that are student-centered, encouraging active exploration, logical reasoning, and mathematical discourse.
- Multiple Representations: Present mathematical concepts using various models, visuals, and approaches to reach diverse learners.
- Inquiry-Based Learning: Structure opportunities for students to discover mathematical relationships through guided exploration.
· Student Assessment and Feedback: Create and administer assessments that effectively measure students’ conceptual understanding, procedural skills, and problem-solving abilities.
- Formative Assessment: Use ongoing assessment to identify misconceptions and adjust instruction accordingly.
- Performance Tasks: Incorporate authentic problem-solving tasks that require application of mathematical thinking.
· Pastoral Care and Holistic Development: Support students’ personal growth through developing mathematical confidence and resilience when facing challenges.
- Growth Mindset: Foster the belief that mathematical ability can be developed through effort and persistence.
- Anxiety Reduction: Implement strategies to reduce math anxiety and build positive attitudes toward the subject.
· Collaboration with Colleagues: Work with teachers across subjects to integrate mathematical thinking into the broader curriculum.
- Cross-Disciplinary Projects: Develop projects that highlight mathematical applications in science, art, social studies, and other areas.
- Vertical Alignment: Collaborate with mathematics teachers at different grade levels to ensure coherent skill progression.
· Professional Development and Reflection: Stay current with research-based best practices in mathematics education.
- Pedagogical Knowledge: Continuously develop understanding of effective approaches to teaching specific mathematical concepts.
- Content Knowledge: Maintain strong personal mathematical knowledge and problem-solving skills.
· Resource Management: Maintain and develop classroom resources for effective mathematics instruction.
- Manipulatives and Models: Ensure availability of concrete materials for developing conceptual understanding.
- Technology Integration: Incorporate appropriate technological tools to enhance mathematical learning.
Essential Functions
· Effective Lesson Delivery: Create engaging, well-structured mathematics lessons that build conceptual understanding and procedural fluency.
- Clear Explanations: Present mathematical concepts with precision and clarity, using appropriate mathematical language.
- Guided Practice: Provide scaffolded opportunities for students to develop and apply mathematical skills.
· Student Assessment: Develop assessment methods that accurately measure mathematical understanding and skills.
- Conceptual Understanding: Evaluate students’ grasp of mathematical concepts beyond memorization of procedures.
- Problem-Solving Assessment: Assess students’ ability to apply mathematical thinking to unfamiliar situations.
· Individualized Learning: Accommodate students with different mathematical backgrounds and learning needs.
- Targeted Intervention: Provide additional support for students struggling with specific concepts.
- Extension Activities: Offer challenging problems for students who demonstrate strong mathematical aptitude.
· Extracurricular Involvement: Lead mathematics clubs, competitions, or other activities that extend learning beyond the classroom.
- Math Clubs: Organize activities that explore interesting mathematical topics beyond the curriculum.
- Problem-Solving Competitions: Prepare students for participation in appropriate mathematics competitions.
Performance Responsibilities
· Student Achievement: Ensure students develop strong mathematical understanding and skills appropriate to their grade level.
- o Conceptual Growth: Monitor students’ development of increasingly sophisticated mathematical thinking.
- o Skill Mastery: Track progress in students’ computational fluency and procedural knowledge.
· Learning Environment: Create a classroom atmosphere that encourages mathematical risk-taking and perseverance.
- Mathematical Discourse: Foster respectful discussion of mathematical ideas and strategies.
- Error Analysis: Establish a culture where errors are viewed as opportunities for learning.
· Collaboration and Teamwork: Contribute to coherent mathematics instruction across grade levels.
- Curriculum Development: Participate in refining and improving the mathematics curriculum.
- Resource Sharing: Share effective teaching strategies and materials with colleagues.
· Professional Growth: Continuously update knowledge of mathematics education research and best practices.
- Instructional Strategies: Explore and implement evidence-based approaches to mathematics teaching.
- Mathematical Content: Maintain and deepen personal mathematical knowledge.
· School Mission and Vision: Uphold SOLA’s values while developing students’ mathematical capabilities and confidence.
Qualifications and Experience
· Bachelor’s degree in education with a major in Mathematics or related field
· Teaching license or certification recognized by the Rwanda Education Board (REB)
· Minimum 3-5 years of experience teaching mathematics at secondary school level
· Strong knowledge of the international mathematics curriculum and competency-based teaching approaches
· Experience with interactive teaching methods and ability to make mathematics accessible and engaging for diverse learners
Evaluation
The Mathematics Teacher will be evaluated annually by the Head of School and the School Principal based on the quality of mathematics instruction, student progress in mathematical understanding and skills, differentiation of instruction to meet diverse needs, and contribution to the school’s mission and values
To apply for this job please visit qsourcing.zohorecruit.com.