Lower School Math Teacher

LOWER SCHOOL MATH TEACHER

Reports to: Assistant Head of School

Position Status: Part-Time, 30 hours per week

Location: Aurora School, Oakland, CA

Start Date: As soon as possible

ABOUT AURORA SCHOOL

Aurora School is an independent, progressive TK-8 school in Oakland committed to academic excellence, emotional intelligence, and social engagement. Our inclusive community nurtures creativity, leadership, and a genuine love of learning, developing self-aware, confident students who advocate for themselves and others.

Aurora’s Lower School is intentionally designed around multi-age classroom communities (K/1, 2/3, and 4/5), where students learn through collaboration, mentorship, differentiated instruction, and relationship-centered teaching. We believe multi-age learning environments foster confidence, empathy, leadership, and deeper academic growth by meeting students where they are developmentally while encouraging them to learn from and alongside one another.

Aurora’s educational approach is grounded in authentic relationships, inquiry, experiential and project-based learning, social-emotional development, and a deep understanding of child development as well as neurodivergent affirming practices. We are also growing a culture of teacher inquiry and innovation, where educators reflect on practice, experiment thoughtfully, and learn alongside one another.

ABOUT THE POSITION

Aurora School is seeking a thoughtful, skilled, and highly relational Elementary Math Specialist to provide focused mathematics instruction for three elementary classes each day. The specific grade levels will be determined based on program needs and candidate experience and may, for example, include 1st, 3rd, and 4th grades. This 30-hour-per-week position includes approximately three hours of daily teaching and three hours of planning, assessment, collaboration, and preparation. The Math Specialist will also participate in occasional staff meetings and professional learning outside of their regular daily schedule.

The Math Specialist will use Bridges in Mathematics as a foundation while bringing strong mathematical content knowledge, responsive instructional practices, differentiation techniques and creativity to the learning experience to ultimately create a whole-student approach. The ideal candidate understands that students develop mathematical understanding in different ways and at different paces and is especially skilled in supporting neurodivergent learners through explicit instruction, thoughtful scaffolding, flexible pathways, and strengths-based practice.

The Math Specialist will work closely with the muti-grade Lead Teachers, learning support staff, and school leadership to ensure that mathematics instruction is rigorous, joyful, accessible, and responsive to individual student needs.

WHAT WE LOOK FOR IN AN EDUCATOR

A Whole-Self Approach to Education

Aurora educators create inclusive, relationship-centered environments where students develop confidence, curiosity, emotional intelligence, and a strong sense of belonging. We value educators who know their students deeply and balance high expectations with joy, creativity, and care.

A Commitment to Equity, Belonging & Critical Thinking

Aurora is committed to cultivating an anti-racist, inclusive school community where every child and family is affirmed in their full identity. Our educators honor diverse identities, backgrounds, cultures, family structures, perspectives, and ways of learning. We seek educators who approach differences in learning and cognition from a strengths-based, neurodivergent-affirming perspective.

A Deep Understanding of Neurodivergent Learners

You understand that there is no single way to be a successful math learner. You have experience supporting neurodivergent students, including students with differences in attention, executive functioning, processing, working memory, language, or mathematical learning. You can provide structure and explicit instruction without reducing rigor, and you know how to use scaffolds, visual models, manipulatives, multiple representations, and flexible strategies to build both understanding and confidence.

A Growth Mindset & Love for Learning

You are reflective, curious, collaborative, and willing to experiment. You view teaching as an evolving practice and are excited to contribute to Aurora’s growing culture of teacher inquiry, reflection, innovation, and shared professional learning.

KEY RESPONSIBILITIES

Math Instruction & Curriculum

• Plan and teach engaging, developmentally appropriate mathematics instruction for students using Bridges in Mathematics as a curricular foundation.

• Develop students’ conceptual understanding, procedural fluency, mathematical reasoning, problem-solving skills, and confidence as mathematicians.

• Use manipulatives, visual models, discussion, games, technology, and multiple representations to make mathematical thinking visible and accessible.

• Differentiate instruction to provide appropriate challenge and support for a wide range of learners.

• Design targeted small-group and individualized instruction based on student strengths, needs, and assessment data.

• Maintain high expectations while providing scaffolds and multiple pathways for students to access rigorous mathematical thinking.

• Foster curiosity, perseverance, collaboration, and a growth-oriented relationship with mathematics.

Learning Environment & Student Support

• Create a safe, welcoming, and inclusive learning environment where students feel known, respected, and ready to learn.

• Establish clear routines, structures, and expectations that support independence, responsibility, collaboration, and engaged participation.

• Use neurodivergent-affirming and strengths-based practices that recognize variability in how students process information, demonstrate understanding, regulate attention, and engage in learning.

• Support students’ social-emotional development using age-appropriate strategies that foster self-advocacy, emotional regulation, empathy, and problem-solving.

• Approach conflict and behavior through restorative, relationship-centered, and age-appropriate practices that build accountability, empathy, and problem-solving skills.

Assessment, Planning & Collaboration

• Use formative and summative assessment, observation, student work, and other data to understand student learning and inform instruction.

• Monitor individual student progress and adjust instruction, grouping, scaffolds, and extensions accordingly.

• Complete progress reports for students at the end of each semester, documenting mathematical growth and progress toward learning goals.

• Communicate thoughtfully and proactively with families about student progress, strengths, areas for growth, and mathematics learning.

• Collaborate closely with the  Lead Teachers  and learning support staff to understand students holistically and coordinate strategies and supports.

• Participate in collaborative planning, reflection, and professional learning, contributing to Aurora’s growing culture of teacher inquiry and continuous improvement.

• Use dedicated planning time for curriculum preparation, assessment, documentation, collaboration, differentiation, and responsive instructional design.

School Community

• Participate in staff and faculty meetings as needed, professional development, required trainings, and other responsibilities connected to the role.

• Build strong, trusting relationships with students, families, and colleagues.

• Contribute positively to Aurora’s collaborative faculty culture through flexibility, initiative, communication, and follow-through.

• As part of Aurora’s collaborative community culture, this role requires flexibility, initiative, and thoughtful contribution to the evolving needs of the school and its students.

• Participate in school events, community gatherings, and admissions activities as needed.

QUALIFICATIONS

• Bachelor’s degree required; advanced study in education, mathematics education, special education, or a related field preferred.

• Demonstrated experience teaching elementary mathematics

• Strong knowledge of elementary mathematics content, developmental progression, and research-based instructional practices.

• Demonstrated experience teaching and supporting neurodivergent students in inclusive classroom settings.

• Ability to differentiate instruction while maintaining meaningful mathematical rigor and high expectations for all learners.

• Experience using Bridges in Mathematics strongly preferred.

• Strong classroom management and student support skills grounded in clear expectations, positive relationships, and developmentally responsive practices.

• Experience collaborating with learning specialists, classroom teachers, and families to support individual student needs.

• Strong communication, organization, collaboration, and relationship-building skills.

• Experience with progressive, inquiry-based, experiential, or project-based education preferred.

• Commitment to ongoing professional learning and reflective practice.

SCHEDULE

This is a 30-hour-per-week position, generally structured around three hours of direct mathematics instruction each day, with the remaining time dedicated to curriculum development, differentiated instructional planning, assessment, student support, family partnerships, and collaboration with colleagues. Specific daily hours will be determined by the school schedule and program needs. The position also includes occasional participation in staff meetings, professional development, school events, and admissions activities, which may fall outside regularly scheduled hours.

COMPENSATION & BENEFITS

The annual salary range for this 30-hour-per-week position is $60,000–$75,000, commensurate with relevant experience and education. Aurora offers health and retirement benefits, disability insurance, and professional development opportunities.

 

HOW TO APPLY

To apply, please send a resume and cover letter to work@auroraschool.org.

Aurora School is an equal opportunity employer. We welcome applications from individuals of all backgrounds and evaluate all candidates based on merit.