OHS Mathematics Instructor

The Stanford Online High School (OHS) is an accredited, diploma-granting independent school serving students in grades 7-12. The OHS brings together academically talented and motivated students from around the world into a vibrant intellectual community with teachers who are passionate about their disciplines, accomplished in their fields, and above all, dedicated to teaching. In the discussion seminar, a cornerstone of the OHS education, students and teachers engage in a rigorous academic program that develops the critical reasoning and argumentation skills so essential for success at the collegiate level and beyond. Beyond the classroom, students and instructors continue to collaborate in a dynamic school community, centered on student clubs, activities, competitions, and student publications.

Information about Online High School can be found at http://epgy.stanford.edu/ohs

PLEASE NOTE: This is a fixed-term, potentially renewable position, through June 30, 2016

Responsibilities:

The mathematics program is one of the cornerstones of the academic program of the Online High School, furnishing students with a characteristic intellectual framework for further academic and professional work. The OHS Mathematics Instructor (MI) will have responsibilities encompassing instructional and course development efforts.

Instruction of students: This includes leading online discussion sections, recording online lectures, evaluating student assignments, providing feedback to students on their assignments, reporting on student progress to the OHS counseling staff, coordinating instructional efforts with other instructors in the division and department, and so forth. A typical full-time instructor in the OHS is expected to teach a range of courses, typically amounting to four seminar-style courses. The instructor may teach a range of different courses, including seminar-style courses and independent study courses.

Development efforts: Development efforts include developing curriculum for new courses and the implementation of the courses in the OHS online course environment. This includes the development of a course syllabus, the development of assessments and assignments, the development of lectures and other online asynchronous instructional materials supporting the students in the course, and the development of frameworks for the synchronous seminar component of the course. Because new courses are offered concurrent with their development, the efforts spent developing courses will overlap with efforts spent on course instruction.

As members of the Online High School staff, instructors are encouraged to pursue opportunities that will allow them to contribute within the broader SPCS organization.

The MI will be expected to work on the Stanford Campus. In the event that class schedules require a significant amount of early morning or late night teaching, a remote work agreement will be possible allowing some of the work to be done off site.

Qualifications:

The MI is required to have an advanced degree in mathematics or a related subject, with a Ph.D. preferred. The MI is required to have sound knowledge of courses in secondary-level mathematics, including Beginning and Intermediate Algebra, Geometry, Precalculus, Trigonometry, and Calculus. Prior experience and familiarity with the AP Calculus AB and BC curricula is desired, as is the ability to teach university-level mathematics courses, including Linear Algebra, Multivariable Differential and Integral Calculus, and Differential Equations. Prior experience teaching mathematics at the high school or college level is required. Prior experience in gifted education is desirable as is prior experience with independent schools. Because of the age range of students which the MI may be instructing it is desirable for the MI to have prior experience teaching middle-school students or students in the first year or two of high school.

Prior experience teaching online courses is also desirable for the MI, particularly experience with one or more of the following:

• computer-based instruction
• distance learning
• virtual classrooms, web conferencing, video conferencing
• teaching with technology, such as video or multimedia

Because the MI will be involved in course development projects, it is desirable that the MI have prior experience either developing curriculum or developing online courses.

The MI should be proficient in the use of the computer and familiar with commonly used computer programs such as Word, PowerPoint, email, and so on.