Teacher - Math 0.83 FTE / Electives 0.17 (PL) 26/27 SY
Oswego Community Unit School District 308, Oswego, IL, United States
Teacher - Math 0.83 FTE / Electives 0.17 (PL) JobID: 16531
Date Posted:
3/25/2026
Location:
Plank Junior High School
COMPENSATION
Per Teacher Salary Schedule based on education and experience. District 308 grants experience credit on the salary schedule for up to 10 years of prior, verifiable, contractual full‑time teaching experience.
UNION MEMBERSHIP
This position is represented by the Oswego Education Association (OEA).
QUALIFICATIONS
A valid/registered Illinois Professional Educator License (PEL) with math endorsement
Recent teaching experience in the subject matter (with the exception of new graduates)
Demonstrated knowledge of curriculum, instructional methods and current teaching techniques
Excellent verbal and written communication and time management skills
Ability to establish and maintain effective working relationships with students, families, team members, and others.
GENERAL DESCRIPTION
The Teacher leads students toward the fulfillment of their potential by translating district curriculum goals and objectives into learning experiences that will contribute to the development of skills necessary for becoming a mature and responsible individual.
SPECIFIC RESPONSIBILITIES
Planning and Preparation
Demonstrates knowledge of content and pedagogy in instructional practices, understanding content and its prerequisite relationships and connections with other disciplines.
Applies knowledge of students’ backgrounds, strengths, needs, and interests to plan for groups of students.
Sets instructional outcomes that reflect high‑level learning and curriculum standards, suitable for most students and representing different types of learning that can be assessed.
Utilizes resources available through the school or district to enhance knowledge, to use in teaching, or for students who need them.
Designs coherent instruction that is aligned to instructional outcomes, coordinating knowledge of content, students, and resources, engaging all students in significant learning.
Develops student assessments aligned with the instructional outcomes, uses clear criteria, and uses assessment results to plan future instruction to meet student needs.
Learning Environment
Creates an environment of respect and rapport, with polite and respectful interactions among teacher and students, appropriate to cultural and developmental differences.
Establishes a culture for learning characterized by high expectations for all students, genuine commitment to the subject, and student pride in their work.
Effectively manages classroom procedures, minimizing instructional time lost due to routines, transitions, handling supplies, and non‑instructional duties.
Effectively manages student behavior by establishing clear standards, remaining alert to behavior, and responding appropriately and successfully with respect for student dignity.
Organizes physical space to ensure safety and accessibility, using technology effectively.
Instructional Practice
Uses clear oral and written language to communicate learning expectations, directions, procedures, and content explanations effectively.
Employs effective questioning techniques to elicit high‑quality responses and allows sufficient time for responses, engaging all students in discussion.
Engages students through activities, assignments, materials, structure, and pacing that support a high level of rigor and are appropriate for students’ cultures and levels of understanding.
Utilizes assessments that allow students to be fully aware of criteria and performance, monitors learning progress, provides timely and high‑quality feedback, and facilitates student self‑assessment.
Demonstrates flexibility and responsiveness, adjusting lessons with minimal disruption, accommodating student questions or interests, and persisting in engaging all students through varied instructional techniques.
Professional Growth and Ethical Standards
Reflects on teaching, making objective assessments of lessons to improve future instruction.
Maintains accurate records, developing efficient systems for student assignments, progress, and non‑instructional records.
Communicates with families, providing information on instructional programs and individual student progress to engage families in learning.
Participates actively in the professional learning community, developing supportive relationships, contributing to district events and projects.
Seeks opportunities for professional development, sharing expertise, and remaining open to feedback.
Demonstrates professionalism through high standards of integrity, ethical conduct, and full compliance with school and district regulations.
Other Functions
Performs other related duties, as assigned, to ensure efficient and effective teaching and learning.
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Date Posted:
3/25/2026
Location:
Plank Junior High School
COMPENSATION
Per Teacher Salary Schedule based on education and experience. District 308 grants experience credit on the salary schedule for up to 10 years of prior, verifiable, contractual full‑time teaching experience.
UNION MEMBERSHIP
This position is represented by the Oswego Education Association (OEA).
QUALIFICATIONS
A valid/registered Illinois Professional Educator License (PEL) with math endorsement
Recent teaching experience in the subject matter (with the exception of new graduates)
Demonstrated knowledge of curriculum, instructional methods and current teaching techniques
Excellent verbal and written communication and time management skills
Ability to establish and maintain effective working relationships with students, families, team members, and others.
GENERAL DESCRIPTION
The Teacher leads students toward the fulfillment of their potential by translating district curriculum goals and objectives into learning experiences that will contribute to the development of skills necessary for becoming a mature and responsible individual.
SPECIFIC RESPONSIBILITIES
Planning and Preparation
Demonstrates knowledge of content and pedagogy in instructional practices, understanding content and its prerequisite relationships and connections with other disciplines.
Applies knowledge of students’ backgrounds, strengths, needs, and interests to plan for groups of students.
Sets instructional outcomes that reflect high‑level learning and curriculum standards, suitable for most students and representing different types of learning that can be assessed.
Utilizes resources available through the school or district to enhance knowledge, to use in teaching, or for students who need them.
Designs coherent instruction that is aligned to instructional outcomes, coordinating knowledge of content, students, and resources, engaging all students in significant learning.
Develops student assessments aligned with the instructional outcomes, uses clear criteria, and uses assessment results to plan future instruction to meet student needs.
Learning Environment
Creates an environment of respect and rapport, with polite and respectful interactions among teacher and students, appropriate to cultural and developmental differences.
Establishes a culture for learning characterized by high expectations for all students, genuine commitment to the subject, and student pride in their work.
Effectively manages classroom procedures, minimizing instructional time lost due to routines, transitions, handling supplies, and non‑instructional duties.
Effectively manages student behavior by establishing clear standards, remaining alert to behavior, and responding appropriately and successfully with respect for student dignity.
Organizes physical space to ensure safety and accessibility, using technology effectively.
Instructional Practice
Uses clear oral and written language to communicate learning expectations, directions, procedures, and content explanations effectively.
Employs effective questioning techniques to elicit high‑quality responses and allows sufficient time for responses, engaging all students in discussion.
Engages students through activities, assignments, materials, structure, and pacing that support a high level of rigor and are appropriate for students’ cultures and levels of understanding.
Utilizes assessments that allow students to be fully aware of criteria and performance, monitors learning progress, provides timely and high‑quality feedback, and facilitates student self‑assessment.
Demonstrates flexibility and responsiveness, adjusting lessons with minimal disruption, accommodating student questions or interests, and persisting in engaging all students through varied instructional techniques.
Professional Growth and Ethical Standards
Reflects on teaching, making objective assessments of lessons to improve future instruction.
Maintains accurate records, developing efficient systems for student assignments, progress, and non‑instructional records.
Communicates with families, providing information on instructional programs and individual student progress to engage families in learning.
Participates actively in the professional learning community, developing supportive relationships, contributing to district events and projects.
Seeks opportunities for professional development, sharing expertise, and remaining open to feedback.
Demonstrates professionalism through high standards of integrity, ethical conduct, and full compliance with school and district regulations.
Other Functions
Performs other related duties, as assigned, to ensure efficient and effective teaching and learning.
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