Sabot School, a progressive preschool–Grade 8 school in Richmond and a leader in the Reggio Emilia Approach®, seeks a Middle School Math Teacher-Researcher. 

Under the guidance of the Director of Grades 4-8, this role involves teaching 7th- and 8th-grade Math. The ideal candidate will be passionate about integrating technology, fostering project-based learning, and creating a dynamic, inquiry-driven classroom environment.

Rooted in the Reggio Emilia philosophy, this position encourages deep exploration, critical thinking, and creative problem-solving. As a Teacher-Researcher, this role also involves continuous professional development, engaging in action research by generating hypotheses and questions, documenting student work, and reflecting both individually and collaboratively, in addition to design and implement engaging curricula that support student-driven projects and promote a social-constructivist approach to learning. 

This is an exciting opportunity for an educator who values collaboration, embraces innovation, and seeks to inspire students to understand and interact with the world through mathematics, science, and technology.

ESSENTIAL TASKS

• Teaches 7th and 8th grade: Two sections each with class sizes ranging from 7 to 12 students.
• Performs Additional Duties: Completes other related tasks as assigned by the Program Director based on scheduling  teacher availability. Additional duties include but are not limited to,  teaching an elective course, running an Advisory group, and/or supervising a student club. 
• Creates a Welcoming and Inclusive Classroom Environment: Establishes a space where all students feel safe to express themselves, take intellectual risks, and engage in collaborative problem-solving. Facilitates meaningful discussions and debates that foster critical thinking, empathy, and communication skills.
• Documents Student Learning: Guides students in discovery and understanding, fostering the development of reflective thinking and problem-solving skills. Tracks each student’s understanding of grade level standards and key skills using a variety of methods, including formative and summative assessments, projects, papers, collaborative work, classwork, presentations, class discussions, one-on-one conferences, and self-reflection.  Submits quarterly grades and narrative comments. 
• Participates in Non-Classroom Activities: Engages in school activities, including parent/student conferences, retreats, faculty meetings, field trips, special activities, performances, and admissions and enrollment events (some of which may occur on weekends).
• Ensures Student Safety and Well-Being: Supervises students effectively to maintain a safe, healthy, and positive environment in accordance with school policies and expectations. Aids in supervision outside the classroom.
• Manages Classroom Expectations and Collaborates on Student Support: Works with the Program Director and School Counselor to address student concerns and implement support plans as needed. Participates in the school’s restorative practices program. 
• Communicates with Families: Maintains open communication with families, providing regular updates on student progress and learning experiences.
• Reflects on Teaching and Maintains Professional Development Goals: Participates in an annual observation cycle based and classroom action research based on personal research interests and school-wide goals. Attends related  internal and/or external professional development.

EDUCATION & EXPERIENCE

• Education: A Bachelor’s degree from an accredited college or university in teaching or related field is required. Master’s degree or higher preferred. 

SPECIAL REQUIREMENTS

Must be able to complete a background check.

SPECIFIC TO TEACHING MATH

• AlgebraI: well-versed in topics including like integers, rational numbers, exponents, polynomials, linear equations and inequalities, systems of equations, and functions
• Geometry I: well-versed in  geometric concepts and their relationships to algebra, such as coordinate geometry and transformations.  
• Facilitate a  problem-centered curriculum that helps students develop mathematical thinking and reasoning using 21st century skills.
• Help students represent ideas in multiple ways, via  graphs, number patterns, and written explanations. 
• Sensitive to the needs of a diverse range of students working toward math goals.
• Teach a curriculum that includes diverse perspectives, especially voices that are underrepresented in our society.

GENERAL KNOWLEDGE, SKILLS, AND ABILITIES:

• Willingness to participate fully in a dynamic day school environment in Richmond, Virginia.
• Demonstrates professionalism and serves as a role model by modeling honesty, accountability, understanding, tolerance, respect, love, and kindness for students.
• Develops and maintains professional, collaborative, and collegial relationships with faculty, staff, and community partners to benefit students and classes.
• Demonstrates professionalism, engagement, and kindness toward all children and families, regardless of race, religion, nationality, abilities, familial status, gender identity, or gender expression.
• Exhibits excellent communication skills, both oral and written.
• Establishes effective communication and relationships with students and parents.
• Displays curiosity, a positive attitude, flexibility, and a good sense of humor.
• Demonstrates creativity and flexibility in teaching practices, with a growth mindset toward professional goals and development.
• Guides students in discovery and understanding, fostering the development of reflective thinking and problem-solving skills.
• Exhibits excellent time management skills, completing reports and tasks in a timely and professional manner.
• Multi-task effectively, remain calm under pressure, and treat everyone with respect.
• Remains responsible for supervising students during classes and at all times while on or off campus.
• Learns new technology and systems as required by the program level.
• Adheres to all policies and procedures outlined in the Employee Handbook and Community Guide.

PHYSICAL REQUIREMENTS

• Ability to stand, walk, and move around for extended periods during supervision and activities, both indoors and outdoors.
• Ability to lift and carry materials or equipment weighing up to 25 lbs.
• Capability to walk up and down two flights of stairs.
• Ability to respond promptly to emergencies, which may involve running, lifting, or assisting children to safety.
• Alertness and ability to supervise children during physical activities, such as outdoor play, while ensuring a safe environment.

About Sabot School

Sabot School was founded in 2007 through the merger of Sabot School and Stony Point School, bringing together both an innovative early childhood program and a Pre-K through 8th grade program. Sabot has fully embraced the Reggio Emilia Approach throughout its program from preschool through the eighth grade. At Sabot, children are seen as capable thinkers and theorists. Working together, students research and come to understand themselves and their world in a deeper way. As articulated in the mission statement of Sabot, it is a school designed to sustain children’s quest for meaning and understanding, harness the power of their theories and ideas, and guide their inquiry and research. Sabot provides the resources and support for teachers and students to research, represent, and reflect together, in relationship, on challenging problems with curiosity, creativity, imagination and innovation. Students maintain their individuality while working together in community, celebrating each student’s unique gifts and talents. The historic campus in south Richmond celebrates its natural beauty which adjoins the 106 acre Larus Park, providing a unique location for innovation, discovery and learning.

Connections working at Sabot School