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 21^st 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

The PSoE-CFA Middle school reading/language arts program focuses on building reading comprehension and writing skills, and increasing vocabulary through the integrated projects based curriculum. It uses a variety of literature genres to stress thinking skills and pleasure and purpose in reading, extracting content within and through the thematic units.

Middle school reading/language arts teachers should demonstrate understanding of the Core Knowledge Sequence within the humanities and should exemplify the qualities expected of the general teacher in the areas of curriculum, instruction, assessment, classroom management, professional responsibilities, professional relationships, family involvement, and school community. In addition, reading/language arts teachers should:

Curriculum:

►  Demonstrate a strong understanding of the reading process, particularly strategic reading, and the instruction of comprehension and vocabulary skills

►  Demonstrate an understanding of listening comprehension and a willingness to read aloud to students

►  Demonstrate understanding of all elements of the middle / high school level reading program built around prediction, summarizing, decoding practice, vocabulary development, and story-related writing

►  Implement the Core Knowledge English topics (Grades 6-8) as prescribed in the Core Knowledge Sequence           

►  Demonstrate the use of prompts and rubrics for both reading comprehension instruction and story-related writing

►  Understand the writing process, from prewriting activities through publishing, and the standard conventions of grammar, punctuation, and form

Instruction:

►  Teach middle school reading according to the lesson plan structure and schedule at the school

Middle school teachers:

►  Demonstrate proficiency with the integrated projects based curriculum and the Core Knowledge Sequence

►  Demonstrate use of reading comprehension lessons to focus skill development

►  Demonstrate and model cooperative-learning for both instruction and classroom management

►  Demonstrate and model instructional strategies that support reading skills and literacy

►  Develop reading comprehension skills through literature and nonfiction text

►  Use the structural supports of writing workshop: status of the class, mini-lessons, student writing and conference time, and group sharing to manage writing instruction

►  Design writing instruction and activities to match unique needs of students, as evidenced by current skill levels in student work, and to integrate with instruction in character and ethics and social science

►  Provide daily opportunities for students to write—in journals, during partner writing activities (daily meaningful sentence writing for vocabulary building, for example), or as formal assignments for assessment in class or as homework

►  Maintain permanent student writing folders to monitor student progress and to ensure students write in a variety of forms and genres

►  Use prompts and rubrics in presenting student writing assignments and assessing student writing, sharing and discussing rubrics with student writers to encourage their self-assessment skills

►  Demonstrate and support uses of technology as a tool for writing

►  Facilitate and manage organized student discussions in response to particular text prompts to encourage the development of student speaking and listening skills

►  Support school’s standards and objectives through effective instruction

Assessment:

►  Administer state, local, and school’s interim assessments

►  Monitor student progress through regular classroom assessment

►  Maintain records of student progress from all assessments

Please attach your resume!