Project X: Algebra Engineering Lab is a semester-long elective math class being offered in Fall 2024 in a small group of Baltimore City public school high schools for students who have an interest in learning more about engineering while strengthening their Algebra content knowledge. The problem-based learning curriculum includes a range of relevant and engaging engineering topics (e.g. technical rescue, business optimization, machine learning, soundproofing, urban heat islands). The program mixes in-person instruction along with self-paced learning in Schoology. Each module begins with a story-based INTRO; opportunities to PLAY with materials and concepts; LEARN concepts through an interactive online platform; and then BUILD a design using skills gained in the module. High-quality videos of diverse STEM professional role models expose students to potential career paths. This course is conceptualized as an Algebra I applications course.
The pilot is funded by the National Science Foundation (grant no. 2005790) and administered by the Center for Educational Outreach in the Whiting School of Engineering at Johns Hopkins University. The mission of the Center is to increase the number of youths pursuing STEM education and careers. Formerly known as Baltimore Online Algebra for Students in Technology (BOAST) when piloted in afterschool contexts, the Fall 2024 pilot is the first time this curriculum will be trialed during the school day with teaching teams from Johns Hopkins.
Instructor Description
We are looking for two Instructor - Project X: Algebra Engineering Lab per school (a “teaching team”) who will create a motivating environment for students and be available for live interaction during in-person classes with students at the school site twice a week. Instructors will be responsive to questions, proactive with guidance, communicate with the students regularly, and mentor the students as they work. During the in-person sessions, instructors will implement provided lesson plans to launch students on sections of the modules. The objective is to engage students by getting them to think, participate, and actively problem solve (not listening to lectures). Students who participate will have a broad range of experiences and abilities and will come from diverse backgrounds. The instructors must be prepared to accommodate many learning styles and provide supplemental instruction. Instructors will maintain engagement in-person and via the online platform. Finally, instructors must be able to engage, encourage, and excite the students. a multitude of learning styles and provide supplemental instruction. Instructors will maintain engagement in-person and via the online platform. Finally, instructors must be able to engage, encourage, and excite the students.
The time commitments include a minimum of 6 hours per week and maximum of 19.9 hours per week (if at multiple schools). Typical weekly breakdown: 2 hours per meetup at school x 2 days/week, 2 hours of online mission support, 2 additional optional hours for planning/scoring/prep. Consistent scheduling is required in this role between August 26 to December 20 (option to extend through January 20). Instructors must be available during one or more 90-time blocks on both Monday AND Wednesday or Tuesday AND Thursday. Time blocks will be clarified by June 2024 and will be consistent (for example, 10:30-noon or 1:30-3pm). Transportation to Baltimore City high schools is provided to students.
The class may include students from various grades (9th to 12th graders) who have completed Algebra I with a C or better. Students in the class will meet 5 days a week. They will be supported by a “teacher of record” (full time staff at the hosting school) and the JHU teaching team will come 2 days of the week. The remaining 3 days of the week, students will complete the self-paced learning in Schoology; if schedules align, instructors may host online mission support (office hours). The JHU teaching team will be supported by an Instructional Coach, who will provide training on the curriculum and regular support.
Specific Duties & Responsibilities
Class Culture
- Develop a sense of classroom community for a class of approximately 20-25 students participating in the elective class at a school site.
- Set norms and expectations for the classroom while upholding school-wide expectations.
- Conduct team building/social and emotional learning discussions.
- In partnership with Teacher of Record, support check-in with students and families if students stop attending class.
Planning and Preparation
- Participate in instructor training prior to the start of the program (online in August and in-person in September) and several times throughout the semester (typically, on weekends)
Teaching
- Complete each engineering activity using the student materials prior to the students engaging with them.
- Review supplemental materials to prepare for implementation.
- Host at least two hours of virtual office hours per week (specific days/times TBD).
- Introduce modules to students at designated in-person sessions (twice per week)) using provided lesson plans.
- Monitor online platform and respond to student questions within 24 hours.
- Deliver supplemental lessons (provided to you) to students based on need.
- Host at least two hours of virtual office hours per week (specific days/times TBD).
- Assist students by providing appropriate accommodations and extensions on an individual basis (consult with teacher of record, as needed).
Assess Student Work and Proficiencies
- Review student work and respond to signs of significant student struggle, as necessary.
- Review and provide feedback for project application questions within 24hours of submission.
- Provide feedback for completed projects.
- Note - JHU teaching team will review and score student work using provided rubrics. The teacher of record will convert the score to grades and enter them into the school system.
Administration
- Document and effectively communicate with the team and teacher of record about student progress and issues.
- Track office hours attendance and report student progress.
- Participate in interviews with the external evaluators to assess program effectiveness.
- Provide feedback to team for improvement to program.
To Clarify Responsibilities between JHU Instructors versus the Teacher of Record
JHU Instructor Responsibilities
- Leads instruction and monitors student work completion (2 days/week in person at assigned school); provides formative feedback to students; provides plan for instruction to Teacher of Record and students, for self-paced learning in Schoology (3 days/week), plus virtual office hours.
- Establishes classroom management routines and teach and utilize with students.
- Understands and abides by JHU policies and procedures as well as Baltimore City Public Schools (City Schools) and school level policies and procedures.
- Provides information for parent/guardian communication, as necessary.
- Communicates effectively with co-instructor (as teaching team) and Teacher of Record.
- Supports accessible learning for all students, with support from Teacher of Record and Instructional Coach.
- Participate in program evaluation.
Teacher of Record Responsibilities
- Assists with instruction and monitors student work completion, as needed (Present for in-person class time x5/week).
- Assists with classroom management, materials storage/classroom access troubleshoots technology issues.
- Understands and abides by all City Schools and school level policies and procedures, leads response in case of emergencies.
- Maintains access to Infinite Campus and provides consistent communication to parent/guardians regarding students’ progress.
- Submits student grades, attendance data to school, and discipline.
- Access information regarding IEPs and/or 504 plans, support JHU instructors in making accommodations.
- Participate in program evaluation.
Special Knowledge, Skills & Abilities
- Works well under pressure.
- Skilled at proactive problem-solving.
- Strong communication (written and oral) and interpersonal skills.
- Excellent organizational and time management skills.
- Strong attention to detail and follow through.
- Build and maintain relationships with various stakeholders.
- Ability to quickly learn new software, as needed.
- The ability to work independently following established formats.
- Demonstrated ability to lead workshops.
Technical Qualifications or Specialized Certifications
- Proficient with the Microsoft Office 365 Suite, particularly Outlook, Word, Excel, PowerPoint.
- Proficient with team collaboration platforms (One Drive, MS Teams, One Note, Google Docs, Sheets, and Forms).
- Proficient with online education technologies, such as Schoology and Google Classroom.
Minimum Qualifications
- Bachelor's Degree in Education, Mathematics, Engineering, or Science field.
- Three years of related teaching experience, such as teaching middle or high school math (Algebra I preferred) or science content, either through online or classroom instruction
- Additional graduate level education may substitute for experience to the extent permitted by the JHU Equivalency Formula.
*JHU Equivalency Formula: 30 undergraduate degree credits (semester hours) or 18 graduate degree credits may substitute for one year of experience.
Preferred Qualifications
- Prior experience working in urban schools is highly desirable.
- Math, science, or engineering teaching experience
- At least 1 year of directly related, successful secondary teaching experience teaching in transformation/turnaround or persistently low-performing context.
Classified Title: Instructional Facilitator
Job Posting Title (Working Title): Instructor – Project X: Algebra Engineering Lab
Role/Level/Range: ACRP/04/MD
Starting Salary Range: $28.30 - $49.53 HRLY (Commensurate with experience)
Employee group: Casual / On Call
Schedule: 19.9 hours per week (if at multiple schools) - minimum of 6 hours per week.
Exempt Status: Exempt
Location: Hybrid/Homewood Campus
Department name: Center for Educational Outreach
Personnel area: Whiting School of Engineering
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