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Teachers are responsible for communicating knowledge to students in an interesting, stimulating, and effective manner. He or she will understand and implement the integrated projects based curriculum and the Core Knowledge Sequence using a variety of instructional strategies, curricular and scaffolding resources to guide learning. The teacher works as a team member, sharing common planning, professional development, curriculum design, and teaching responsibilities. Teachers will administer different forms of student assessments, communicate with parents and other team members about student progress, and plan for further instruction. They will be reflective about their own practice and act as a coach for their team members when necessary. Teachers will work to integrate technology into their teaching and professional activities.
The teacher will: ► Implement school and district policies and procedures ► Implement the integrated projects based curriculum ► Implement the Core Knowledge Sequence across all core academic content areas in Grades 6-8; ► Implement school’s performance standards ► Collaborate with team on curriculum and student needs ► Create and work toward ongoing communication with parents ► Work on curriculum development, in addition to implementation ► Integrate technology into instructional program and demonstrate professional use ► Serve on at least one building-level committee ► Act as a coach to other teachers on the team in areas of personal expertise ► Mentor younger teachers, as needed
Requirements: ► Appropriate bachelor level degree, preferably in a subject area (i.e., mathematics, chemistry, literature, history, etc.) ► Appropriate Indiana State teacher certification (or eligibility for certification) ► At least two years of classroom experience with a satisfactory rating ► Willingness to specialize in a subject area ► Positive professional recommendations from no less than three (3) individuals who thoroughly know the candidate ► A coherent, high-quality essay written in response to the question, “How do quality educators define success in education in 21st Century inner-city schools?”
Additional school specific qualifications: ► Positive ratings by three prior employers, with one being a direct supervisor ► Successful demonstration (descriptive narrative) of teaching strategies and classroom management skills (e.g., creative instructional strategies, articulate communication of information, positive interactions with students, and overall organization of learning environment), as seen during a classroom observation by a partnership mentor or school director
PSoE holds high expectations for teachers. Following is a description of qualities that successful teachers of English as a second language embody. If the school has only one school-wide English as a second language (ELL) teacher, that person also carries the responsibilities listed in the ELL coordinator job description. When a school has two or more ELL teachers, one of them assumes the coordinator responsibilities. In either case, it is important to realize that the coordinator responsibilities listed in the ELL coordinator job description are in addition to the role laid out in the ELL teacher job description.
Curriculum: ► Demonstrate a strong understanding of Core Knowledge in order to integrate topics into classroom instruction when appropriate ► Provide ongoing support for both teachers and students in school’s classrooms ► Are creative problem solvers for the central difficulties faced by students who are acquiring English and for keeping track of these students’ individual progress ► Are knowledgeable in the core processes, skills, and content of all curriculum areas, as expressed in the general job descriptions for Primary, Elementary, Junior, and high school teachers
Instruction: ► Understand, implement, and support an inclusion model for students identified as having special needs ► Provide strategic direct instruction for students acquiring English, one-to-one or in small groups, within the classroom or through time-limited pull-asides ► Differentiate instruction to accommodate the needs of the student populations represented in each classroom, including ELL, special education, and gifted ► Establish, nurture, and manage student-directed classrooms in which students are working together, conversing, using materials, and participating in exploration centers ► Integrate a process approach to writing across all disciplines ► Demonstrate the ability to teach math concepts with manipulatives ► Use cooperative-learning strategies for both instruction and classroom management ► Develop and use rubrics for instruction as well as assessment ► Use technology tools for instruction, planning, and communication ► Are eager to learn new uses and applications of technology tools
Assessment: ► Possess organizational skills for keeping track of students in different settings, for ELL compliance paperwork and related activities ► Assist in the ongoing assessment process to determine each student’s status, which includes and is not limited to identification of ELL candidates, rights to ELL instruction; sheltered classroom instruction ► Invest considerable time and thought in writing individual, detailed Individual Instructional Plans (IIP) about each student, documenting successes, progress, and goals ► Administer and evaluate performance assessments as required by the academies served ► Develop and use rubrics for evaluating student products ► Establish and involve students in the development of their portfolios
Classroom Management: ► Create and manage a responsive learning environment that enables students to feel safe, to be creative, and to develop to their full potential
Professional Responsibilities: ► Partners with colleagues, working together with classroom and “specials” teachers to make the school’s learning environment increasingly effective, so that students acquiring English as a second language are active, successful learners with equal access to all curriculum ► Contribute to increased instructional clarity, feedback, and opportunities for practice across the school’s learning environments (classrooms, extended core, hallways, lunch, playground, instructional assistants etc.) ► Comply with federal, state, and local regulations governing students acquiring English ► Contribute to strengthening school-wide supports for all students ► Write, implement, and evaluate their own professional development plans ► Solicit constructive feedback from lead teachers, curriculum coordinators, and others who are observing instruction ► Support the professional development plans of colleagues
Professional Relationships: ► Possess people skills for working collaboratively with colleagues and in active partnerships with parents and community resource personnel ► Work in teams to plan, problem-solve, and support one another on a daily basis ► Understand the school’s design of local governance and actively participate in school activities and committees ► Plan regularly with classroom colleagues, following up with supportive teaching materials and strategies for working with students acquiring English ► Provide colleagues with information, strategic modeling, instructional materials, and professional development activities that maximize classroom effectiveness provided for students acquiring English ► Openly and eagerly share expertise at all levels
Family Involvement: ► Are the primary support link to the parents of students acquiring English ► Develop family-school relationships that foster the academic and social development of the child ► Invite parent/guardians to be partners in their child’s education ► Encourage parents to participate in the daily life of the school and reach out to families in their homes through home visits, telephone contacts, and email
School Community: ► Create a sense of community and belonging for the students in their school ► Establish connections and relationships among their students and the larger community that support the academic and social development of the student and contribute to achievement of overall school goals.
Requirements: ► BS degree (MS degree preferred) ► Certification in ELL or TESOL or ESOL or ELD ► Experience working with students acquiring English ► Evidence of expertise teaching students acquiring English as a second language ► Positive professional recommendations
Additional school Specific Qualifications: ► Depth of practical knowledge and skill regarding the academic and social-emotional needs of students acquiring English ► Creativity, flexibility, and perseverance for working with students acquiring English, as well as with interactions with their parents ► Creativity, flexibility, and perseverance with student learning and instructional delivery methodologies |
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