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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 K-5; ► 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 Elementary (K-5)PSoE elementary teachers are held to high expectations. Each level of teacher requires special skill sets and knowledge of working with specific age appropriate strategies and developmentally appropriate methodology. The following list is a description of qualities that successful primary teachers at PSoE are expected to embody.
Curriculum: Teachers in the elementary grades (K-5) are knowledgeable in the integrated projects based model, the Core Knowledge Sequence, core processes, skills, and content of all curriculum areas.
Reading: Teachers understand the reading process, particularly comprehension, decoding, strategic reading, and the application of these skills. Teachers teach reading using a research-based program adopted by and aligned with the school’s education model within the Core Knowledge Sequence. Teachers of grades implementing the Core Knowledge Reading program will implement the program with fidelity using the appropriate instructional strategies and techniques within the program as aligned with the School’s integrated projects based curriculum. Utilizing a balanced reading curriculum that requires students to master rudimentary phonetic skills prior to making the transition into a literature-based program is critical to a child’s proficiency in learning to read. Teachers are expected to align lessons with academic standards and incorporate rigor at all levels of instruction.
Writing: Teachers teach and integrate the writing process with all disciplines. Writing occurs in all content areas in a variety of forms (expressive, literary, informative, and persuasive) and is integrated throughout the day. Teachers understand and articulate the writing process from prewriting activities through publishing.
Math: Teachers understand math through high school algebra. They understand that math is more than just rules and procedures. Teachers understand broad concepts, number relationships, and problem solving processes. Teachers teach math using the school’s adopted integrated projects based curriculum using the Everyday Math program as an instructional tool with other effective and research based math resources, and ensure alignment within the Core Knowledge Sequence with academic standards and levels of rigor. Concerted effort should be made to incorporate real-world application and integrated strategies to ensure mastery, while maximizing understanding of mathematical principles and technique for solving problems.
Science: Teachers understand the processes that embody life, earth, and physical science. Teachers understand processes for questioning, predicting, exploring, experimenting, interpreting results, and communicating. They embrace discovery learning, the 5E’s instructional model (engage, explain, explore, elaborate, evaluate) and collaborative learning with specific roles. Teachers teach science using a research-based program aligned with effective practices and the school’s education model – exploratory, hands-on program. Teachers involve students in active explorations, giving them the opportunity to work as scientists—collecting data, making predictions, looking for cause and effect, testing hypotheses, and drawing inferences.
History–Social Science: Teachers understand the basic processes and vocabulary of the four social sciences: history, geography, civics, and economics. They are eager to master new content and skills where gaps exist. Teachers create and teach history–social science units that utilize the Core Knowledge Sequence, Indiana State standards, and trade books in a theme-based, interdisciplinary curriculum that combines the interests and needs of students and teachers with the educational goals of the school’s curriculum.
Core Values: Teachers know and support, through instruction and modeling, the school’s core values. Teachers teach character and ethics using the school’s character development program consisting of The Ultimate Gift program, trade books, daily messages, morning meeting, and individually crafted lessons. Teachers know and can explain the difference between values that are essentially universal, such as honesty and responsibility, and those that are personal and/or religious, such as political conservatism/liberalism, or Catholicism/Hinduism/atheism, etc.
Instruction: Teachers at the elementary level: ► Use instructional and corrective language that is positive and behaviorally descriptive to support the character education goals of the school ► Understand, implement, and support an inclusion model for students who are identified as having special needs ► 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 ► Eager to learn new uses and applications of technology tools
Assessment: Teachers in the elementary grades: ► Invest time and thought in writing Individual Instructional Plans (IIP) about each student, with focused comments on important aspects of a student’s progress and clearly identified goals for further progress ► Work with Curriculum Coordinator to administer and evaluate performance assessments in all disciplines ► Develop and use rubrics for evaluating student products ► Establish and involve students in the development of their portfolios
Classroom Management: Teachers in the elementary grades: ► Are character educators, maintaining classrooms that are safe, clean, nurturing, and productive, where the teacher models the behavior expected of students, and where the school’s values are the focus of instruction and discussion wherever appropriate ► Create and manage a responsive learning environment that enables students to feel safe, to be creative, and to develop to their full potential ► Explicitly teach and have students rehearse procedures until they become routine ► Design a physical environment that uses classroom spaces, walls, and room arrangements as learning resources to contribute to effective learning and communication ► Design classroom procedures that mediate conflict and teach problem-solving skills
Professional Responsibilities: Teachers: ► 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: Teachers: ► 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 ISE, CFA, and PSoE activities and committees ► Openly and eagerly share expertise at all governance and project levels
Family Involvement: Teachers: ► 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, email and newsletters
School Community: Teachers: ► 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 child and contribute to achievement of overall school goals |
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