Cycle 3 Teacher (Grades 6-8) at Riverview Charter School

, South Carolina, United States -

Full Time

Start Date

Immediate

Expiry Date

13 Apr, 26

Salary

0.0

Posted On

13 Jan, 26

Experience

0 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Collaboration, Instructional Design, Differentiation, Assessment, Content Knowledge, Classroom Management, Student Engagement, Reflective Practice, Professional Development, Communication, Social-Emotional Learning, Curriculum Development, Data Analysis, Mentoring, Inclusive Education, Gifted Education

Industry

education

Description

Cycle 3 Teacher (Grades 6–8) Position Type: Full-Time, 190-Day Position Salary & Benefits: Salary per Riverview Charter School Salary Schedule; eligible for South Carolina PEBA insurance and retirement benefits Reports To: Director of Upper Grades Position Summary Riverview Charter School (RCS) seeks highly qualified, reflective, and collaborative educators to serve as Cycle 3 Teachers (Grades 6–8) within a fully departmentalized middle school model. Cycle 3 teachers guide students through a critical developmental period as they transition from elementary learning structures to increased academic independence, rigor, and global awareness. Grounded in Riverview’s mission and philosophy of learning by doing, Cycle 3 teachers design and facilitate rigorous, standards-aligned instruction within a single content area while supporting students’ intellectual growth, identity development, and understanding of their place in an interconnected world. This role reflects the expectations of accomplished teaching as outlined in the National Board for Professional Teaching Standards (NBPTS) Five Core Propositions. Cycle 3 Conceptual Framework: World Throughout Cycle 3, students explore the concept of World, examining the global stage and South Carolina’s role within it. Instruction integrates historical, cultural, scientific, geographic, and civic perspectives to help students understand how communities, cultures, and individuals are interconnected and shape both history and the future. Grade 6: Ancient civilizations and world religions; Classical Greece; the Roman Empire; Europe and the Middle Ages. Grade 7: Geography of world regions and global systems. Grade 8: South Carolina’s role in the nation and the world, culminating in an international Capstone experience. Middle school science deepens this exploration through the study of Earth’s geological history; plants and animals; energy; waves; weather and climate; cells and heredity; disease and human body systems; ecology; and Earth’s biological diversity, structure, and processes—emphasizing interdependence and symbiosis within planetary systems. Instructional Model & Departmentalization Cycle 3 operates within a fully departmentalized structure. Each grade level includes four teachers specializing in one of the following content areas: Mathematics English Language Arts (ELA) Science World Cultures Teachers instruct one content area only and teach multiple sections of that subject. Teachers are responsible for delivering instruction to general, advanced, gifted/talented, and honors-level courses, as applicable. Course Assignments Mathematics Grade 6: General Math, Advanced Math, Accelerated Math Grade 7: General Math, Advanced Math, Geometry with Statistics Honors Grade 8: General Math, Geometry with Statistics Honors, Algebra I Honors English Language Arts Grade 6: General ELA; Advanced/Gifted & Talented ELA Grade 7: General ELA; Advanced/Gifted & Talented ELA Grade 8: General ELA; Advanced/Gifted & Talented ELA; English I Honors Science Grades 6–7: General Science Grade 8: General Science; Earth Science Essential Duties & Responsibilities 1. Commitment to Students and Their Learning (NBPTS Proposition 1) Foster inclusive, respectful classroom environments that support adolescent development and student voice. Support increasing student independence, responsibility, and academic ownership. Differentiate instruction to meet the needs of diverse learners across ability levels. Implement best practices in gifted and talented education to challenge and extend high-performing students. 2. Knowledge of Content and Pedagogy (NBPTS Proposition 2) Demonstrate deep content knowledge within the assigned subject area. Design rigorous, standards-aligned instruction using the Understanding by Design (UbD) framework. Develop pacing plans to ensure coverage and mastery of all South Carolina state standards. Integrate executive functioning, study skills, organization, and stewardship into instruction. 3. Management and Monitoring of Student Learning (NBPTS Proposition 3) Use a variety of assessments, including SC READY, end-of-course exams (as required by the SCDE), i-Ready, MAP, and classroom-based assessments. Prepare students for increased testing stamina, academic independence, and accountability expectations. Analyze data to inform instruction, flexible grouping, intervention, and enrichment. Incorporate test preparation strategies into daily instruction. Guide students in developing portfolios that culminate in the Grade 8 Capstone experience. 4. Reflective Practice and Professional Growth (NBPTS Proposition 4) Engage in continuous reflection to improve instructional practice and student outcomes. Participate in professional development aligned to content area, gifted education, literacy, and school priorities. Pursue and maintain required certifications, endorsements, and permits. 5. Collaboration and Learning Community Membership (NBPTS Proposition 5) Collaborate with grade-level colleagues during common planning time to ensure coherence and alignment. Work closely with special education staff, interventionists, ESOL, counselors, and administration to support all learners. Serve as mentors within the K–8 Buddy Program, building on leadership roles established in Cycle 2. Maintain consistent communication with families through weekly newsletters, conferences, and school events. Participate fully in schoolwide meetings, committees, and community engagement activities. Advisory, SEL, & Student Support Cycle 3 teachers teach four instructional periods per day, including Advisory. Social-emotional learning and behavior supports continuing using established schoolwide practices. Teachers support students’ social, emotional, and academic growth in partnership with Riverview’s counseling and support teams. Qualifications Required Appropriate South Carolina educator certification for assigned grade level and content area, or eligibility for a certification permit with annual progress toward full certification. For Grade 6: Elementary or Middle Level certification is acceptable. For Grades 7–8: Middle Level or Secondary certification aligned to the assigned content area. Gifted and Talented Endorsement required for: Middle School Mathematics Middle School English Language Arts Grade 8 Science Certification Flexibility (Proviso) Pursuant to the South Carolina General Appropriations Act for Fiscal Year 2025–26, Proviso 1.54, an educator certified in a high school content area may teach that same subject in Grades 7 or 8 without adding the corresponding middle level certification. Preferred Middle school teaching experience. Content-area specialization or advanced coursework. Experience teaching advanced, honors, or accelerated courses. Working Conditions Class sizes do not exceed 20 students. Minimum of 75 minutes of daily planning time with grade-level colleagues. Occasional evening and weekend commitments for family and community engagement events. Application Information Riverview Charter School is an equal opportunity employer committed to building a diverse and inclusive workforce. We seek educators who are passionate about middle school learners, global education, academic rigor, and experiential learning. Interested applicants should apply in accordance with Riverview Charter School’s hiring procedures. This job description is not intended to be an exhaustive list of duties. Responsibilities may be adjusted to meet the evolving needs of the school.

Responsibilities

Cycle 3 teachers are responsible for designing and facilitating rigorous, standards-aligned instruction in a single content area while supporting students' intellectual growth and identity development. They also engage in continuous reflection and collaboration with colleagues to improve instructional practices.