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60 Teacher - Early Elementary jobs

Apr 24, 2018
Elementary Teachers
North Central Academy is a rural K-12 Charter School located in Northwest lower Michigan.   Seeking qualified, certified candidates for a variety of elementary teaching positions including pre-K.  Please send resume and qualifications to Anne Wendling at wendlinga@northcentralacademy.net
North Central Campus (Bay City Academy School) North Central Academy, Corey Road, Mancelona, MI, USA Full time
Detroit Achievement Academy & Detroit Prep
Apr 23, 2018
Teaching Fellow // Detroit Prep
POSITION OVERVIEW: TEACHING FELLOW We are looking for extraordinary leaders and learners to join our team who: Teach to give students a strong foundation of academic excellence, Foster the social-emotional and character development of young learners, Build a love of learning in all students, Engage families as partners in our students’ education, Commit to constant learning, reflection, and improvement of their own practice, Bring their passions, personalities, humor, and joy to school every day, Thrive in a start-up environment, and Are committed to equity and the belief that all children in Detroit can reach their full potential. Teaching Fellows will assist with instruction and planning and fully participate in the life of one or more classrooms, depending on need and grade-level preference. The Teaching Fellow will begin the year in more of an assistant role, but will gradually move toward a co-teaching model as the year progresses. The Teaching Fellow will have significant opportunities to learn from the Lead Teachers and the entire Detroit Prep staff, as well as participate in outside professional development. If both parties agree that it is a good fit, the Teaching Fellow could then have the opportunity to transition to being a Lead Teacher at Detroit Prep the following school year. The Teaching Fellow will report to the Principal/Head of School. WHAT IT MEANS TO WORK AT DETROIT PREP: Being an active participant as we develop our school culture and environment Having a deep commitment to social justice and equity for all children Engaging in significant curriculum development work Working hard to provide results for our students Working with a diverse student body Welcoming visitors who are interested in our school Being challenged to examine your work in order to increase student achievement Engaging in a deep and meaningful way with the parents/guardians of all students at Detroit Prep Having extraordinarily high expectations for all students, staff, and faculty at Detroit Prep Being supported by your peers, Head of School, Executive Director, and Board PRIMARY RESPONSIBILITIES Curriculum/Instruction Support the Lead Teacher with instruction. Instructional duties and roles will be discussed and mutually agreed upon by the Teaching Fellow and Lead Teacher. Instructional duties may include: working with small groups of students, working individually with students, assessing student learning, and assisting with the planning and preparation of classroom lessons and activities. Support the implementation of the ELEducation and Responsive Classroom models. Teachers at Detroit Prep are expected to commit to learning these models. Support our inclusion program by meeting the individual needs of students as specified in student IEPs and in plans developed and discussed. Assist with the planning of learning expeditions and expedition projects. Assume lead teacher responsibilities when a Lead Teacher is absent. Assessment/Accountability Learn to administer schoolwide  assessments and work with the Lead Teacher  to complete assessments according to the school ʼ s schedule. Support the Lead Teacher as needed in preparing progress reports. Regularly analyze student data to improve instruction, insure equity and make program recommendations and improvements. Social Curriculum/School Culture Implement the principles of the Responsive Classroom. Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students at all times. Model, practice and discuss respectful, unbiased and effective communication with students. Uphold and support the school-wide discipline policies. Document serious and less serious infractions to the policies and seek help and support from colleagues and administrators when discipline concerns arise. Collaboration, Collegiality and Professionalism Meet at least twice weekly with the Lead Teacher to plan for instruction. Be on time for classes, duties, team meeting and professional development activities. Communicate about and plan for absences in advance with teaching partners and the Principal. Be welcoming to visitors. Professional Development Meet regularly with the Lead Teacher to reflect on progress and gain feedback. Observe in other classrooms to gain ideas and learn from other experienced educators. Participate in outside professional development activities to support school-wide and individual goals. Attend and participate in weekly professional development sessions held on Thursday afternoons. Participate in Detroit Prep’s Summer Professional Development, held two weeks in August before students return. Parent Communication and Involvement Coordinate parent communication with the Lead Teacher. Work with the Lead Teacher to keep parents informed and involve parent volunteers. Participate in parent-teacher conferences. Other Professional Responsibilities Attend and participate in school events. Check voicemail and e-mail daily and respond promptly to requests from parents, administrators and colleagues. Lead the distribution and monitoring of lunch, recess and outdoor activities to ensure safety. QUALIFICATIONS Dedication to our mission: A steadfast belief that all students can achieve at the highest levels, regardless of demography. Determination: A willingness to make things happen and a sense of urgency around educational equity for all students. Strong communication: The ability to communicate in a direct and sensitive fashion with students, parents, and colleagues. Team player: A desire to work in a team-oriented environment and collaborate with colleagues. Growth mindset: An ability to receive frequent feedback with humility and a strong desire to grow and develop as an educator. Reflective attitude: An ability to constantly reflect on student data as well as personal areas of strength and growth. Flexibility: Willingness to work in an ever-changing field and face challenges with a positive attitude Professional integrity: A personal alignment with the values and ethical standards of Detroit Prep. Bachelor’s degree (required) A current teaching certificate (required) Strong technical skills (required) To apply, submit a cover letter and resume to: careers@detroitachievement.org Detroit Prep is dedicated to equal employment opportunities and fair labor practices. Detroit Prep provides equal employment opportunities to all individuals based on job-related qualifications, and the ability to perform a job without regard to gender, age, race, color, religion, national origin, sexual orientation, veteran status, marital status, or disability. It is our policy to maintain a non-discriminatory environment free from intimidation, harassment or bias based upon these grounds.
Detroit Achievement Academy & Detroit Prep Detroit Prep Full time
Detroit Achievement Academy & Detroit Prep
Apr 23, 2018
Intervention Specialist // Detroit Achievement Academy & Detroit Prep
POSITION OVERVIEW: INTERVENTION SPECIALIST The Intervention Specialist at Detroit Achievement Academy & Detroit Prep is responsible for the social and emotional education of each student assigned to his or her caseload, and is responsible for working with students, parents, other teachers and staff, and the Principal & Head of School toward achieving the mission and goals of DAA and DP to maximize the time that students are learning and growing. The Intervention Specialist is responsible for ensuring all students with social and emotional needs receive a high quality education aligned with his/her personal goals both inside the general education classroom and through individualized instruction. The Intervention Specialist reports to the Principal/Head of School. WHAT IT MEANS TO WORK AT DETROIT ACHIEVEMENT ACADEMY & DETROIT PREP: Being part of a creative and innovative mission-driven small school culture Serving as a leader of one of Detroit's most successful schools Working in a culture that sets students first and removes obstacles to improvement Working alongside a dynamic team of teachers driven by the improvement of their craft Being an active participant in our school culture and environment Having a deep commitment to social justice and equity for all children Engaging in significant curriculum development work Working hard to provide results for our students Welcoming visitors who are interested in our school Being challenged to examine your work in order to increase student achievement Engaging in a deep and meaningful way with the parents/guardians of all students at Detroit Achievement Academy Having extraordinarily high expectations for all students, staff, and faculty at Detroit Achievement Academy Being supported by your peers, Principal, Head of School, Executive Director, and Board PRIMARY RESPONSIBILITIES Curriculum/Programs Commit to a vision of child-centered, inquiry-based education that develops children in three areas of student achievement: mastery of knowledge and skills, development of positive habits of character, and the ability to produce high-quality work Have a strong understanding of the factors involved in overrepresentation of certain populations in Special Education and Social Work, and actively work to ensure fair, unbiased, and data-based referral, assessment, and identification practices Collaborate with Principal to ensure that RTI systems and Special Education systems are in service of all students Implement an RTI plan based on a school and community data analysis that supports the academic and behavioral growth of all students Develop and deliver specialized instruction inside and outside the classroom during academic periods designed to help students meet grade-level standards and achieve personal learning goals Ensure the records for each identified student are up to date and well‐organized, and contain necessary progress notes and assessments Meet and plan at least bi-weekly with Lead Teachers for students receiving Tier 1 interventions, and with the RTI coordinator/Principal and Social Worker for students receiving Tier 2 and Tier 3 interventions Be open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program. Instruction Support the implementation of the Expeditionary Learning and Responsive Classroom models. Staff members at Detroit Achievement Academy & Detroit Prep are expected to commit to learning these models. Ensure that instruction is effective and meets the needs of diverse learners; ensure lead teachers employ these techniques in the classroom through supportive and regular communication and modeling Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students at all times. Model, practice and discuss respectful, unbiased and effective communication with students Uphold and support the school-wide discipline policies. Document serious and less serious infractions to the policies and seek help and support from colleagues and administrators when discipline concerns arise Structure an environment that is developmentally appropriate, student-centered, print-rich and well organized Instructional duties may include: working with small groups of students, working individually with students, assessing student learning, and assisting with the planning and preparation of classroom lessons and activities. Assume lead teacher responsibilities when a Lead Teacher is absent. Assessment and Accountability Assess student progress against RTI goals and use data to plan for instruction at regular intervals Support students with completing portfolios and meeting passage requirements Collaborate with staff and students to implement consistent structures and develop traditions Collaborate with teachers to develop quality formative assessments and progress monitoring practices Support teachers in the analysis of student achievement data and adapting instruction accordingly; ensures disaggregated data is analyzed to support DAA's vision of equitable education for all students Social Curriculum/School Culture Embody Detroit Achievement Academy’s norms, a commitment to holistically serving every child, and the highest standard of professionalism at all times as a leader and ambassador of the school Collaborate with the Leadership Teams in designing, refining, and consistently implementing school systems, discipline procedures, and communication pathways Support teachers in implementing clear classroom expectations and routines Ensure consistent implementation of classroom management practices across all grade levels and classrooms Collaborate with grade level teams in developing long term and daily crew plans Collaborate with Executive Director and the Leadership Team in supporting schoolwide community meetings Collaborate with teachers and school leadership on family conferences and Celebrations of Learning Partner with teachers in the creation of documentation panels Support routines and rituals in professional development meetings that build relational trust Support the use of Responsive Classroom school-wide Execute vision for schoolwide behavior and support all staff members toward that vision Meet regularly with DAA’s social worker with the focus of supporting all students Foster student leadership, service and stewardship Seek to resolve conflicts with colleagues as soon as they arise using the DAA staff norms. Seek support from the Principal when needed. Collaborate with lead teachers and school Leadership Team to develop and implement academic and/or social-emotional support plans for students Professional Development Participate in weekly Professional Development and contribute to sessions by sharing ideas and student work, offering feedback, and possibly facilitating some sessions or discussions when requested Participate in a two- or three-week summer professional development before students begin in the fall. Parent Involvement Assist lead teachers in preparing students receiving RTI services for student led conferences with parents at least 3 times per year for the purpose of sharing assessments and student work and making recommendations. Support students in sharing work with their parents. Support parents in understanding the instructional approach at Detroit Achievement Academy through regular communication. Student Information/Records/Database Attend and participate in school events. Team members will be asked to attend at least two community meetings or events per year. Check voicemail and email daily and respond promptly to requests from parents, administrators and colleagues. Supervise students during lunch and recess times according to an agreed upon schedule. Ensure that all documents and information on file for students is up to date, accurate, and confidential QUALIFICATIONS Dedication to our mission: A steadfast belief that all students can achieve at the highest levels, regardless of demography. Determination: A willingness to make things happen and a sense of urgency around educational equity for all students. Strong communication: The ability to communicate in a direct and sensitive fashion with students, parents, and colleagues. Team player: A desire to work in a team-oriented environment and collaborate with colleagues. Growth mindset: An ability to receive frequent feedback with humility and a strong desire to grow and develop as a leader. Reflective attitude: An ability to constantly reflect on student data as well as personal areas of strength and growth. Flexibility: Willingness to work in an ever-changing field and face challenges with a positive attitude Professional integrity: A personal alignment with the values and ethical standards of Detroit Achievement Academy. Bachelor’s degree (required), Master’s Degree (preferred) At least four years prior teaching experience (required) Experience in an EL school or project based environment (strongly preferred) At least two years in a leadership position, including direct leadership/management of adults (required) Strong technical skills required, including knowledge of and comfort with Google suite of tools (e-mail, calendar, Drive, etc.) To apply, submit a cover letter and resume to: careers@detroitachievement.org Detroit Achievement Academy is dedicated to equal employment opportunities and fair labor practices. Detroit Achievement Academy provides equal employment opportunities to all individuals based on job-related qualifications, and the ability to perform a job without regard to gender, age, race, color, religion, national origin, sexual orientation, veteran status, marital status, or disability. It is our policy to maintain a non-discriminatory environment free from intimidation, harassment or bias based upon these grounds.
Detroit Achievement Academy & Detroit Prep Detroit Prep Full time
Detroit Achievement Academy & Detroit Prep
Apr 23, 2018
Lead Teacher // Detroit Prep
WHAT IT MEANS TO WORK AT DETROIT PREP: ● Being an active participant as we develop our school culture and environment ● Having a deep commitment to social justice and equity for all children ● Engaging in significant curriculum development work ● Working hard to provide results for our students ● Working with a diverse student body ● Welcoming visitors who are interested in our school ● Being challenged to examine your work in order to increase student achievement ● Engaging in a deep and meaningful way with the parents/guardians of all students at Detroit Prep ● Having extraordinarily high expectations for all students, staff, and faculty at Detroit Prep ● Being supported by your peers, Head of School, Executive Director, and Board GUIDING PRINCIPLES AND MINDSETS ● Our work is active.​ We learn by doing and getting our hands dirty. Students are scientists, urban planners, historians, and activists, investigating real community problems and collaborating with peers to develop creative, actionable solutions. Adults are active guides of student learning and active members of their professional learning community. ● Our work is inclusive and equitable.​ Students and adults celebrate the diverse backgrounds of their peers. School leaders work to recruit and attract a population of families and faculty that represents different socio-economic, racial, and ethnic backgrounds. ● Our work is excellent.​ Students at all levels are pushed and supported to do more than they think they can. Excellence is expected in the quality of their work and thinking. School leaders, teachers, students, and families share rigorous expectations for quality work, achievement, and behavior. ● Our work is reflective.​ Students and adults reflect as they triumph and as they stumble. Students and adults offer direct and sensitive feedback to their peers. Trust, respect, responsibility, and joy in learning permeate the school culture. POSITION OVERVIEW:​ LEAD TEACHER We are looking for extraordinary leaders and learners to join our team who: ● Teach to give students a strong foundation of academic excellence, ● Foster the social-emotional and character development of young learners, ● Build a love of learning in all students, ● Engage families as partners in our students’ education, ● Commit to constant learning, reflection, and improvement of their own practice, ● Bring their passions, personalities, humor, and joy to school every day, ● Thrive in a start-up environment, and ● Are committed to equity and the belief that all children in Detroit can reach their full potential. A Lead Teacher at Detroit Prep (DP) is responsible for the educational and social-emotional outcomes for each student in his or her crew. Lead Teachers embrace their work with students, families, colleagues, and school leaders toward achieving our collective mission and goals. A Lead Teacher is responsible for teaching all core academic disciplines including language arts, social studies, science and mathematics. Lead Teachers report to the Head of School. PRIMARY RESPONSIBILITIES Curriculum/Instruction ● Implement the principles and components of Expeditionary Learning and the Responsive Classroom model. Teachers in their first year at DP are expected to commit to learning these models by attending various professional development meetings and conferences held throughout the summer and school year. ● Work with the Head of School/EL school designer to plan two interdisciplinary learning expeditions per year using an agreed upon framework. Expeditions should be designed to teach core grade level content and skills and should be anchored by authentic and well-designed projects. Expeditions should also include meaningful fieldwork and service opportunities. ● Work with inclusion staff to plan for and meet the needs of students with Individual Education Plans (IEPs) and English Language Learners (ELLs). Differentiate instruction and provide accommodations and supports as needed. Actively seek to improve knowledge and skills to better address the needs of special education students and ELLs. ● Implement a balanced literacy program that includes daily instruction and practice in reading and writing. As appropriate to the grade level and needs of individual students, implement the strategies and structures of guided reading. Support student literacy (reading, writing, speaking, listening) across the curriculum. ● Incorporate diversity and multi-cultural content into curriculum and instruction throughout the year in big and small ways. Ensure that all students see their culture(s) represented in curriculum and materials. ● Develop and revise clear criteria and standards for quality work and regularly examine student work to ensure that it meets increasingly higher standards of quality. ● Align curriculum vertically and within grade-level expectations based on Common Core standards to ensure students have access to an equitable education. Assessment/Accountability ● Conduct ongoing assessment of student work using multiple assessment tools including anecdotal records, performance assessments with rubrics, exams, and individualized assessments as appropriate. Use assessment data to plan for instruction and to set short and long-range goals. Ensure collection and submission of data. ● Regularly analyze student data to improve and adjust instruction, ensure equity, and make program recommendations and improvements. Social Curriculum/School Culture ● Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students at all times. Model, practice and discuss respectful, unbiased and effective communication with students. ● Uphold and support the school-wide discipline policies. Document serious and less serious infractions to the policies and seek help and support from colleagues and administrators when discipline concerns arise. ● Structure a classroom environment that is developmentally appropriate, student-centered, print-rich and well organized. Involve students in the care and maintenance of the room. Collaboration, Collegiality and Professionalism ● Meet and plan at least weekly as a grade level to ensure consistency of program and curriculum implementation. ● Seek to resolve conflicts with colleagues as soon as they arise using the DP staff norms. Seek support from the Head of School when needed. ● Make classrooms open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program. Professional Development ● Participate in weekly Professional Development meetings and contribute to sessions by sharing ideas and student work, offering feedback, and facilitating some sessions or discussions. ● Participate in a three-week summer professional development before students begin in the fall. ● Participate in professional development as needed or suggested by coach and/or Head of School. ● Taking all next steps aligned with Professional Development. Parent Communication and Involvement ● Conduct student led conferences with parents three times per year for the purpose of sharing assessments and student work and making recommendations. Support students in sharing work with their parents. ● Keep parents informed about classroom activities and units of study through on-going communication that includes weekly or bi-weekly newsletters and regular updates. ● Support parents in understanding the instructional approach at DP through regular communication. Assist with planning and facilitating at least one parent workshop per year. ● Offer opportunities for families to be involved in and out of the classroom. Other Professional Responsibilities ● Attend and participate in school events. Teachers will be asked to attend at least two community meetings or events per year. ● Check voicemail and e-mail daily and respond promptly to requests from parents, administrators and colleagues. ● Supervise students during lunch and recess times according to an agreed upon schedule. QUALIFICATIONS ● Dedication to our mission:​ A steadfast belief that all students can achieve at the highest levels, regardless of demography. ● Determination: ​A willingness to make things happen and a sense of urgency around educational equity for all students. ● Strong communication:​ The ability to communicate in a direct and sensitive fashion with students, parents, and colleagues. ● Team player:​ A desire to work in a team-oriented environment and collaborate with colleagues. ● Growth mindset:​ An ability to receive frequent feedback with humility and a strong desire to grow and develop as an educator. ● Reflective attitude:​ An ability to constantly reflect on student data as well as personal areas of strength and growth. ● Flexibility:​ Willingness to work in an ever-changing field and face challenges with a positive attitude ● Professional integrity:​ A personal alignment with the values and ethical standards of Detroit Achievement Academy. ● Bachelor’s degree (required), Master’s Degree (preferred) ● At least 2 years prior teaching experience, in an EL school or project based environment preferred ● A current teaching certificate (required) ● Strong technical skills (required) To apply, submit a cover letter and resume to: ​careers@detroitprep.org Detroit Prep is dedicated to equal employment opportunities and fair labor practices. Detroit Prep provides equal employment opportunities to all individuals based on job-related qualifications, and the ability to perform a job without regard to gender, age, race, color, religion, national origin, sexual orientation, veteran status, marital status, or disability. It is our policy to maintain a non-discriminatory environment free from intimidation, harassment or bias based upon these grounds.
Detroit Achievement Academy & Detroit Prep Detroit Prep Full time
Detroit Achievement Academy & Detroit Prep
Apr 23, 2018
Lead Teacher // Detroit Achievement Academy
WHAT IT MEANS TO WORK AT DETROIT ACHIEVEMENT ACADEMY: ● Being an active participant as we develop our school culture and environment ● Having a deep commitment to social justice and equity for all children ● Engaging in significant curriculum development work ● Working hard to provide results for our students ● Working with a diverse student body ● Welcoming visitors who are interested in our school ● Being challenged to examine your work in order to increase student achievement ● Engaging in a deep and meaningful way with the parents/guardians of all students at DAA ● Having extraordinarily high expectations for all students, staff, and faculty at DAA ● Being supported by your peers, Head of School, Executive Director, and Board GUIDING PRINCIPLES AND MINDSETS ● Our work is active.​ We learn by doing and getting our hands dirty. Students are scientists, urban planners, historians, and activists, investigating real community problems and collaborating with peers to develop creative, actionable solutions. Adults are active guides of student learning and active members of their professional learning community. ● Our work is inclusive and equitable.​ Students and adults celebrate the diverse backgrounds of their peers. School leaders work to recruit and attract a population of families and faculty that represents different socio-economic, racial, and ethnic backgrounds. ● Our work is excellent.​ Students at all levels are pushed and supported to do more than they think they can. Excellence is expected in the quality of their work and thinking. School leaders, teachers, students, and families share rigorous expectations for quality work, achievement, and behavior. ● Our work is reflective.​ Students and adults reflect as they triumph and as they stumble. Students and adults offer direct and sensitive feedback to their peers. Trust, respect, responsibility, and joy in learning permeate the school culture. POSITION OVERVIEW:​ LEAD TEACHER (GRADES K-5) We are looking for extraordinary leaders and learners to join our team who: ● Teach to give students a strong foundation of academic excellence, ● Foster the social-emotional and character development of young learners, ● Build a love of learning in all students, ● Engage families as partners in our students’ education, ● Commit to constant learning, reflection, and improvement of their own practice, ● Bring their passions, personalities, humor, and joy to school every day, ● Thrive in a start-up environment, and ● Are committed to equity and the belief that all children in Detroit can reach their full potential. A Lead Teacher at Detroit Achievement Academy (DAA) is responsible for the educational and social-emotional outcomes for each student in his or her crew. Lead Teachers embrace their work with students, families, colleagues, and school leaders toward achieving our collective mission and goals. A Lead Teacher is responsible for teaching all core academic disciplines including language arts, social studies, science and mathematics. Lead Teachers report to the Head of School. PRIMARY RESPONSIBILITIES Curriculum/Instruction ● Implement the principles and components of Expeditionary Learning and the Responsive Classroom model. Teachers in their first year at DAA are expected to commit to learning these models by attending various professional development meetings and conferences held throughout the summer and school year. ● Work with the Head of School/EL school designer to plan two interdisciplinary learning expeditions per year using an agreed upon framework. Expeditions should be designed to teach core grade level content and skills and should be anchored by authentic and well-designed projects. Expeditions should also include meaningful fieldwork and service opportunities. ● Work with inclusion staff to plan for and meet the needs of students with Individual Education Plans (IEPs) and English Language Learners (ELLs). Differentiate instruction and provide accommodations and supports as needed. Actively seek to improve knowledge and skills to better address the needs of special education students and ELLs. ● Implement a balanced literacy program that includes daily instruction and practice in reading and writing. As appropriate to the grade level and needs of individual students, implement the strategies and structures of guided reading. Support student literacy (reading, writing, speaking, listening) across the curriculum. ● Incorporate diversity and multi-cultural content into curriculum and instruction throughout the year in big and small ways. Ensure that all students see their culture(s) represented in curriculum and materials. ● Develop and revise clear criteria and standards for quality work and regularly examine student work to ensure that it meets increasingly higher standards of quality. ● Align curriculum vertically and within grade-level expectations based on Common Core standards to ensure students have access to an equitable education. Assessment/Accountability ● Conduct ongoing assessment of student work using multiple assessment tools including anecdotal records, performance assessments with rubrics, exams, and individualized assessments as appropriate. Use assessment data to plan for instruction and to set short and long-range goals. Ensure collection and submission of data. ● Regularly analyze student data to improve and adjust instruction, ensure equity, and make program recommendations and improvements. Social Curriculum/School Culture ● Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students at all times. Model, practice and discuss respectful, unbiased and effective communication with students. ● Uphold and support the school-wide discipline policies. Document serious and less serious infractions to the policies and seek help and support from colleagues and administrators when discipline concerns arise. ● Structure a classroom environment that is developmentally appropriate, student-centered, print-rich and well organized. Involve students in the care and maintenance of the room. Collaboration, Collegiality and Professionalism ● Meet and plan at least weekly as a grade level to ensure consistency of program and curriculum implementation. ● Seek to resolve conflicts with colleagues as soon as they arise using the DAA staff norms. Seek support from the Head of School when needed. ● Make classrooms open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program. Professional Development ● Participate in weekly Professional Development meetings and contribute to sessions by sharing ideas and student work, offering feedback, and facilitating some sessions or discussions. ● Participate in a three-week summer professional development before students begin in the fall. ● Participate in professional development as needed or suggested by coach and/or Head of School. ● Taking all next steps aligned with Professional Development. Parent Communication and Involvement ● Conduct student led conferences with parents three times per year for the purpose of sharing assessments and student work and making recommendations. Support students in sharing work with their parents. ● Keep parents informed about classroom activities and units of study through on-going communication that includes weekly or bi-weekly newsletters and regular updates. ● Support parents in understanding the instructional approach at DAA through regular communication. Assist with planning and facilitating at least one parent workshop per year. ● Offer opportunities for families to be involved in and out of the classroom. Other Professional Responsibilities ● Attend and participate in school events. Teachers will be asked to attend at least two community meetings or events per year. ● Check voicemail and e-mail daily and respond promptly to requests from parents, administrators and colleagues. ● Supervise students during lunch and recess times according to an agreed upon schedule. QUALIFICATIONS ● Dedication to our mission:​ A steadfast belief that all students can achieve at the highest levels, regardless of demography. ● Determination: ​A willingness to make things happen and a sense of urgency around educational equity for all students. ● Strong communication:​ The ability to communicate in a direct and sensitive fashion with students, parents, and colleagues. ● Team player:​ A desire to work in a team-oriented environment and collaborate with colleagues. ● Growth mindset:​ An ability to receive frequent feedback with humility and a strong desire to grow and develop as an educator. ● Reflective attitude:​ An ability to constantly reflect on student data as well as personal areas of strength and growth. ● Flexibility:​ Willingness to work in an ever-changing field and face challenges with a positive attitude ● Professional integrity:​ A personal alignment with the values and ethical standards of Detroit Achievement Academy. ● Bachelor’s degree (required), Master’s Degree (preferred) ● At least 2 years prior teaching experience, in an EL school or project based environment preferred ● A current teaching certificate (required) ● Strong technical skills (required) To apply, submit a cover letter and resume to: ​careers@detroitachievement.org Detroit Achievement Academy is dedicated to equal employment opportunities and fair labor practices. Detroit Achievement Academy provides equal employment opportunities to all individuals based on job-related qualifications, and the ability to perform a job without regard to gender, age, race, color, religion, national origin, sexual orientation, veteran status, marital status, or disability. It is our policy to maintain a non-discriminatory environment free from intimidation, harassment or bias based upon these grounds.
Detroit Achievement Academy & Detroit Prep Detroit Achievement Academy Full time
Detroit Achievement Academy & Detroit Prep
Apr 23, 2018
Music Teacher // Detroit Achievement Academy & Detroit Prep
WHAT IT MEANS TO WORK AT DETROIT ACHIEVEMENT ACADEMY & DETROIT PREP ● Being an active participant as we develop our school culture and environment ● Having a deep commitment to social justice and equity for all children ● Engaging in significant curriculum development work ● Working hard to provide results for our students ● Working with a diverse student body ● Welcoming visitors who are interested in our school ● Being challenged to examine your work in order to increase student achievement ● Engaging in a deep and meaningful way with the parents/guardians of all students at DAA & DP ● Having extraordinarily high expectations for all students, staff, and faculty at DAA & DP ● Being supported by your peers, the Principal, Executive Director, and Board GUIDING PRINCIPLES AND MINDSETS ● Our work is active.​ We learn by doing and getting our hands dirty. Students are scientists, urban planners, historians, and activists, investigating real community problems and collaborating with peers to develop creative, actionable solutions. Adults are active guides of student learning and active members of their professional learning community. ● Our work is inclusive and equitable.​ Students and adults celebrate the diverse backgrounds of their peers. School leaders work to recruit and attract a population of families and faculty that represents different socio-economic, racial, and ethnic backgrounds. ● Our work is excellent.​ Students at all levels are pushed and supported to do more than they think they can. Excellence is expected in the quality of their work and thinking. School leaders, teachers, students, and families share rigorous expectations for quality work, achievement, and behavior. ● Our work is reflective.​ Students and adults reflect as they triumph and as they stumble. Students and adults offer direct and sensitive feedback to their peers. Trust, respect, responsibility, and joy in learning permeate the school culture. POSITION OVERVIEW: ARTS INSTRUCTOR (MUSIC) We are looking for extraordinary leaders and learners to join our team who: ● Teach to give students a strong foundation of academic excellence, ● Foster the social-emotional and character development of young learners, ● Build a love of learning in all students, ● Engage families as partners in our students’ education, ● Commit to constant learning, reflection, and improvement of their own practice, ● Bring their passions, personalities, humor, and joy to school every day, ● Thrive in a start-up environment, and ● Are committed to equity and the belief that all children in Detroit can reach their full potential. The Arts Instructor (Music) at Detroit Achievement Academy (DAA) and Detroit Prep (DP) is responsible for teaching daily music classes to kindergarten through fifth grade students. In addition, the Arts Instructor (Music) will perform a variety of tasks to holistically support students and the school community (e.g. when requested, greeting students at arrival, covering lunch duty, and/or meeting with small reading groups.) The Arts Instructor (Music) collaborates with classroom teachers on an evolving set of projects within the scope of Expeditionary Learning. The Arts Instructor (Music) reports to the Principal. PRIMARY RESPONSIBILITIES Curriculum/Instruction ● Implement the principles and components of Expeditionary Learning and the Responsive Classroom model. Teachers at DAA and DP are expected to commit to learning these models. ● Teach daily music classes. ● Plan challenging and engaging lessons and experiences for students to help students achieve content and curriculum standards. Ensure that lessons have multiple entry points and support structures so that children with different abilities and learning styles are successful. ● Work with inclusion staff to understand the needs and goals of students with Individual Education Plans (IEPs) and English Language Learners (ELLs). Differentiate instruction and provide accommodations and supports as needed. ● Utilize a workshop model as the main format for instructional time. Keep whole group and lecture style lessons to a minimum. ● Work to help plan, develop and refine the arts curriculum to address both local and national standards and motivate students to participate in the arts. Ensure the arts curriculum reflects the diversity of the student population and the importance of art in different cultures and time periods. ● Plan an annual arts expedition using an agreed upon framework. Expeditions should be designed to teach core grade level content and skills and should be anchored by authentic and well-designed projects. Expeditions should also include meaningful fieldwork and service opportunities. ● Develop strong long-range plans including a curriculum map for the year. Provide plans to the Principal and share with other staff as needed. ● When not engaged in an arts expedition, work with teaching teams to plan projects and activities related to classroom learning expeditions. ● Incorporate diversity issues and multi-cultural content into instruction throughout the year in big and small ways. Ensure that all students see their culture(s) represented in curriculum and materials. ● Develop and revise clear criteria and standards for quality work and regularly examine student work to ensure that it meets increasingly higher standards of quality. ● Display student work documenting the process that went into creating the work. Involve students in developing and creating displays. ● Ensure students have regular opportunities to share their work with others through Community Crew and other performances and/or showcases of work. Work with the arts team and/or teaching teams to plan exhibitions of student work. Assessment ● Conduct ongoing assessment of student work using multiple assessment tools including anecdotal records, student performances, reflections, and performance assessments with rubrics as appropriate. Use assessment data to plan for instruction and to set short and long-range goals. ● Regularly analyze student data to improve instruction, ensure equity and make program recommendations and improvements. ● Utilize assessment for learning strategies to engage students in assessing their own understanding and mastery. Involve students in using learning targets for this purpose. ● Plan for the collection of portfolio items outlined in the criteria for portfolio collection established by the teaching staff. Support students in selecting and reflecting on arts pieces for their portfolio. Work with the teaching teams to coordinate the process. Social Curriculum/School Culture ● Create and maintain a physically and emotionally safe environment for students. ● Communicate respectfully to students at all times. Model, practice and discuss respectful, unbiased and effective communication with students. ● Involve students in creating classroom rules. Establish and consistently apply logical consequences for not following them. ● Uphold and support the school-wide discipline policies. Document serious and less serious infractions to the policies and seek help and support from colleagues and administrators when discipline concerns arise. Collaboration, Collegiality and Professionalism ● Communicate and plan regularly with teaching teams to best meet the needs of individual students and bring the arts into learning expeditions. Meet formally with each team at least twice per semester. ● Seek information and support from the Director of Student Services to best support students in classes with special needs. Attend child study meetings as needed or required. ● Be on time for classes, duties, team meeting and professional development activities. ● Communicate about and plan for absences in advance with teaching teams and the Principal. ● Seek to resolve conflicts with colleagues as soon as they arise. Seek support from the Principal when needed. ● Make classes open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program. Professional Development ● Participate in weekly Professional Development Time and contribute to sessions by sharing ideas and student work, offering feedback, and facilitating some sessions or discussions. ● Participate in peer observation using protocols established and agreed upon by staff. ● Participate in a Summer Professional Development held two weeks before students return. ● Set professional development goals with the Principal. Seek out opportunities for professional development that will lead to achieving goals. Parent Communication and Involvement ● Work with other arts teachers to communicate with parents about the arts program. ● Complete narrative progress reports for students two times per year using the reporting procedures agreed upon by the teaching staff and the principal. ● Collaborate as needed with other teachers. ● Meet with parents as requested to share information about student progress. ● Contact parents immediately when concerns arise about student performance or work completion. ● Involve parent volunteers in the classroom in ways that meet the needs of the class and utilize the strengths, talents, and interests of volunteers. ● Support parents in understanding the instructional approach at DAA and DP through regular communication. Assist with planning and facilitating at least one parent workshop per year. Other Professional Responsibilities ● Seek arts partnerships that will benefit the students and the school. ● Attend and participate in school events. ● Check voicemail and e-mail daily and respond promptly to requests from parents, administrators and colleagues. ● Supervise students during lunch and recess times according to an agreed upon schedule. ● Sign-in daily and keep up to date attendance sheets for tracking leave. QUALIFICATIONS ● Dedication to our mission.​ A steadfast belief that all students can achieve at the highest levels, regardless of demography. ● Determination.​ A willingness to make things happen and a sense of urgency around closing the achievement gap. ● Strong communication.​ The ability to communicate in a direct and sensitive fashion with students, parents, and colleagues. ● Team player.​ A desire to work in a team-oriented environment and collaborate with colleagues. ● Growth mindset.​ An ability to receive frequent feedback with humility and a strong desire to grow and develop as an educator. ● Reflective attitude.​ An ability to constantly reflect on student data as well as personal areas of strength and growth. ● Flexibility.​ Willingness to work in an ever-changing field and face challenges with a positive attitude. ● Professional integrity.​ A personal alignment with the values and ethical standards of DAA & DP. ● Bachelor’s degree (preferred) ● Effective student/classroom management skills ● Proficient with Internet/Google Drive/Internet To apply, submit a cover letter and resume to: ​careers@detroitachievement.org Detroit Achievement Academy and Detroit Prep are dedicated to equal employment opportunities and fair labor practices. Detroit Achievement Academy and Detroit Prep provide equal employment opportunities to all individuals based on job-related qualifications, and the ability to perform a job without regard to gender, age, race, color, religion, national origin, sexual orientation, veteran status, marital status, or disability. It is our policy to maintain a nondiscriminatory environment free from intimidation, harassment or bias based upon these grounds.
Detroit Achievement Academy & Detroit Prep Detroit Achievement Academy & Detroit Prep
Detroit Achievement Academy & Detroit Prep
Apr 23, 2018
Foreign Language Teacher // Detroit Achievement Academy & Detroit Prep
WHAT IT MEANS TO WORK AT DETROIT ACHIEVEMENT ACADEMY & DETROIT PREP: ● Being an active participant as we develop our school culture and environment ● Having a deep commitment to social justice and equity for all children ● Engaging in significant curriculum development work ● Working hard to provide results for our students ● Working with a diverse student body ● Welcoming visitors who are interested in our school ● Being challenged to examine your work in order to increase student achievement ● Engaging in a deep and meaningful way with the parents/guardians of all students at DAA and DP ● Having extraordinarily high expectations for all students, staff, and faculty at DAA and DP ● Being supported by your peers, the Principal, Executive Director, and Board GUIDING PRINCIPLES AND MINDSETS ● Our work is active.​ We learn by doing and getting our hands dirty. Students are scientists, urban planners, historians, and activists, investigating real community problems and collaborating with peers to develop creative, actionable solutions. Adults are active guides of student learning and active members of their professional learning community. ● Our work is inclusive and equitable.​ Students and adults celebrate the diverse backgrounds of their peers. School leaders work to recruit and attract a population of families and faculty that represents different socio-economic, racial, and ethnic backgrounds. ● Our work is excellent.​ Students at all levels are pushed and supported to do more than they think they can. Excellence is expected in the quality of their work and thinking. School leaders, teachers, students, and families share rigorous expectations for quality work, achievement, and behavior. ● Our work is reflective.​ Students and adults reflect as they triumph and as they stumble. Students and adults offer direct and sensitive feedback to their peers. Trust, respect, responsibility, and joy in learning permeate the school culture. POSITION OVERVIEW: FOREIGN LANGUAGE TEACHER We are looking for extraordinary leaders and learners to join our team who: ● Teach to give students a strong foundation of academic excellence, ● Foster the social-emotional and character development of young learners, ● Build a love of learning in all students, ● Engage families as partners in our students’ education, ● Commit to constant learning, reflection, and improvement of their own practice, ● Bring their passions, personalities, humor, and joy to school every day, ● Thrive in a start-up environment, and ● Are committed to equity and the belief that all children in Detroit can reach their full potential. The position involves teaching a foreign language to kindergarten through fifth grade students. The Foreign Language Teacher is responsible for working with students, other teachers and staff, and the Principal toward achieving the mission and goals of Detroit Achievement Academy (DAA) and Detroit Prep (DP). This job description is meant to provide structure to the responsibilities and accountability of this position. There may be additional responsibilities that the teacher undertakes or that are assigned as needs of students and of the school arise. The Foreign Language Teacher reports to the Principal. PRIMARY RESPONSIBILITIES Curriculum/Instruction ● Implement the principles and components of Expeditionary Learning and the Responsive Classroom model. Teachers at DAA and DP are expected to commit to learning these models. ● Teach foreign language classes to kindergarten through fifth grade students at both DAA and DP. The frequency and duration of these classes will depend on scheduling. ● Plan challenging and engaging lessons and experiences for students to help students achieve content and curriculum standards. Ensure that lessons have multiple entry points and support structures so that children with different abilities and learning styles are successful. ● Work to help plan, develop, and refine an elementary and middle school foreign language curriculum that addresses both local and national standards and motivates students to learn a foreign language. ● Work with inclusion staff to understand the needs and goals of students with Individual Education Plans (IEPs) and English Language Learners (ELLs). Differentiate instruction and provide accommodations and supports as needed. ● Develop strong long-range plans including a curriculum map for the year. Provide plans to the Principal and share with colleagues. ● Utilize a workshop model as the main format for instructional time. Keep whole group and lecture style lessons to a minimum. ● Work with teaching teams to plan projects and activities related to classroom learning expeditions. ● Incorporate diversity issues and multi-cultural content into instruction throughout the year in big and small ways. Ensure that all students see their culture(s) represented in curriculum and materials. ● Develop and revise clear criteria and standards for quality work and regularly examine student work to ensure that it meets increasingly higher standards of quality. ● Display student work documenting the process that went into creating the work. Involve students in developing and creating displays. ● Ensure students have regular opportunities to share their work with others through Community Crew and other performances and/or showcases of work. Work with the specials team and/or teaching teams to plan exhibitions of student work. Assessment ● Conduct ongoing assessment of student work using multiple assessment tools including anecdotal records, student performances, reflections, and performance assessments with rubrics as appropriate. Use assessment data to plan for instruction and to set short and long-range goals. ● Regularly analyze student data to improve instruction, ensure equity and make program recommendations and improvements. ● Utilize assessment for learning strategies to engage students in assessing their own understanding and mastery. Involve students in using learning targets for this purpose. ● Plan for the collection of portfolio items outlined in the criteria for portfolio collection established by the teaching staff. Support students in selecting and reflecting on pieces for their portfolio. Work with the teaching teams to coordinate the process. Social Curriculum/School Culture ● Create and maintain a physically and emotionally safe environment for students. ● Communicate respectfully to students at all times. Model, practice and discuss respectful, unbiased and effective communication with students. ● Involve students in creating classroom rules. Establish and consistently apply logical consequences for not following them. ● Uphold and support the school-wide discipline policies. Document serious and less serious infractions to the policies and seek help and support from colleagues and administrators when discipline concerns arise. Collaboration, Collegiality and Professionalism ● Communicate and plan regularly with teaching teams to best meet the needs of individual students and bring foreign language into learning expeditions. Meet formally with each team at least twice per semester. ● Seek information and support from the Special Education Teacher to best support students in classes with special needs. Attend child study meetings as needed or required. ● Be on time for classes, duties, team meeting and professional development activities. ● Communicate about and plan for absences in advance with teaching teams and the Principal. ● Seek to resolve conflicts with colleagues as soon as they arise. Seek support from the Principal when needed. ● Make classes open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program. Professional Development ● Participate in weekly Professional Development Time and contribute to sessions by sharing ideas and student work, offering feedback, and facilitating some sessions or discussions. ● Participate in peer observation using protocols established and agreed upon by staff. ● Participate in a Summer Professional Development held two weeks before students return. ● Set professional development goals with the Principal. Seek out opportunities for professional development that will lead to achieving goals. Parent Communication and Involvement ● Work with other special teachers to communicate with parents about the specials/foreign language program. ● Complete narrative progress reports for students two times per year using the reporting procedures agreed upon by the teaching staff and the principal. ● Collaborate as needed with other teachers. ● Meet with parents as requested to share information about student progress. ● Contact parents immediately when concerns arise about student performance or work completion. ● Involve parent volunteers in the classroom in ways that meet the needs of the class and utilize the strengths, talents, and interests of volunteers. ● Support parents in understanding the instructional approach at DAA and DP through regular communication. Assist with planning and facilitating at least one parent workshop per year. Other Professional Responsibilities ● Seek foreign language partnerships that will benefit the students and the school. ● Attend and participate in school events. ● Check voicemail and e-mail daily and respond promptly to requests from parents, administrators and colleagues. ● Supervise students during lunch and recess times according to an agreed upon schedule. ● Sign-in daily and keep up to date attendance sheets for tracking leave. QUALIFICATIONS ● Dedication to our mission.​ A steadfast belief that all students can achieve at the highest levels, regardless of demography. ● Determination.​ A willingness to make things happen and a sense of urgency around closing the achievement gap. ● Strong communication.​ The ability to communicate in a direct and sensitive fashion with students, parents, and colleagues. ● Team player.​ A desire to work in a team-oriented environment and collaborate with colleagues. ● Growth mindset.​ An ability to receive frequent feedback with humility and a strong desire to grow and develop as an educator. ● Reflective attitude.​ An ability to constantly reflect on student data as well as personal areas of strength and growth. ● Flexibility.​ Willingness to work in an ever-changing field and face challenges with a positive attitude. ● Professional integrity.​ A personal alignment with the values and ethical standards of DAA and DP ● Bachelor’s degree (preferred) ● Effective student/classroom management skills ● Proficient with Internet/Google Drive/Internet To apply, submit a cover letter and resume to: ​careers@detroitachievement.org Detroit Achievement Academy and Detroit Prep are dedicated to equal employment opportunities and fair labor practices. Detroit Achievement Academy and Detroit Prep provide equal employment opportunities to all individuals based on job-related qualifications, and the ability to perform a job without regard to gender, age, race, color, religion, national origin, sexual orientation, veteran status, marital status, or disability. It is our policy to maintain a nondiscriminatory environment free from intimidation, harassment or bias based upon these grounds.
Detroit Achievement Academy & Detroit Prep Detroit Achievement Academy & Detroit Prep Full time
Apr 23, 2018
Classroom Teacher K-8 2018/19 School Year
Work Schedule:   7:30-4 p.m. 5 days per week.  Begin work one week prior to the first day of school and continue working one week after the last day of school as determined by the Board approved calendar; additional time as needed and assigned.   Certification:   A valid Michigan Elementary Education Teacher Certification  Responsibilities include by not limited to: 1. Create a positive learning environment 2. Complete responsibilities detailed in the staff handbook 3. Work as a team member with Academy staff to maximize mastery of learning by all students. 4. Establish and utilize student progress data-base for regular reports to parents and supervisors 5. Implement school code of conduct 6. Establish and maintain effective classroom management plan which enables and supports the organization and delivery of effective instruction 7. Participate in curriculum development and implementation 8. Set high standards and expectations for students and offer support to become life long learners. 9. Develop and follow plans for effective problem-solving 10. Participate in recruitment new students 11.  Complete professional development responsibilities as required 12. Perform other duties as requested Terms of Employment:   12 month position Salary:   $29,500 with opportunities to earn additional compensation Health, Dental and Life Insurance provided
FBR Charter Schools Evergreen Academy, Hudson Avenue, Kalamazoo, MI, USA Full time
Apr 23, 2018
Classroom Teacher K-8 2018/19 School Year
Work Schedule:   7:30-4 p.m. 5 days per week.  Begin work one week prior to the first day of school and continue working one week after the last day of school as determined by the Board approved calendar; additional time as needed and assigned.   Certification:   A valid Michigan Elementary Education Teacher Certification  Responsibilities include by not limited to: 1. Create a positive learning environment 2. Complete responsibilities detailed in the staff handbook 3. Work as a team member with Academy staff to maximize mastery of learning by all students. 4. Establish and utilize student progress data-base for regular reports to parents and supervisors 5. Implement school code of conduct 6. Establish and maintain effective classroom management plan which enables and supports the organization and delivery of effective instruction 7. Participate in curriculum development and implementation 8. Set high standards and expectations for students and offer support to become life long learners. 9. Develop and follow plans for effective problem-solving 10. Participate in recruitment new students 11.  Complete professional development responsibilities as required 12. Perform other duties as requested Terms of Employment:   12 month position Salary:   $29,500 with opportunities to earn additional compensation Health, Dental and Life Insurance provided
FBR Charter Schools Arbor Academy, Arbor Street, Battle Creek, MI, USA Full time
Apr 23, 2018
Classroom Teacher K-8 2018/19 School Year
Work Schedule:   7:30-4 p.m. 5 days per week.  Begin work one week prior to the first day of school and continue working one week after the last day of school as determined by the Board approved calendar; additional time as needed and assigned.   Certification:   A valid Michigan Elementary Education Teacher Certification  Responsibilities include by not limited to: 1. Create a positive learning environment 2. Complete responsibilities detailed in the staff handbook 3. Work as a team member with Academy staff to maximize mastery of learning by all students. 4. Establish and utilize student progress data-base for regular reports to parents and supervisors 5. Implement school code of conduct 6. Establish and maintain effective classroom management plan which enables and supports the organization and delivery of effective instruction 7. Participate in curriculum development and implementation 8. Set high standards and expectations for students and offer support to become life long learners. 9. Develop and follow plans for effective problem-solving 10. Participate in recruitment new students 11.  Complete professional development responsibilities as required 12. Perform other duties as requested Terms of Employment:   12 month position Salary:   $29,500 with opportunities to earn additional compensation Health, Dental and Life Insurance provided
FBR Charter Schools Oakland Academy, Oakland Drive, Portage, MI, USA Full time
Apr 23, 2018
Classroom Teacher K-8 2018/19 School Year
Work Schedule: 7:30-4 p.m. 5 days per week.  Begin work one week prior to the first day of school and continue working one week after the last day of school as determined by the Board approved calendar; additional time as needed and assigned.   Certification: A valid Michigan Elementary Education Teacher Certification  Responsibilities include by not limited to: 1. Create a positive learning environment 2. Complete responsibilities detailed in the staff handbook 3. Work as a team member with Academy staff to maximize mastery of learning by all students. 4. Establish and utilize student progress data-base for regular reports to parents and supervisors 5. Implement school code of conduct 6. Establish and maintain effective classroom management plan which enables and supports the organization and delivery of effective instruction 7. Participate in curriculum development and implementation 8. Set high standards and expectations for students and offer support to become life long learners. 9. Develop and follow plans for effective problem-solving 10. Participate in recruitment new students 11.  Complete professional development responsibilities as required 12. Perform other duties as requested Terms of Employment: 12 month position Salary: $29,500 with opportunities to earn additional compensation Health, Dental and Life Insurance provided
FBR Charter Schools Forest Academy, Comstock Avenue, Kalamazoo, MI, USA Full time
Apr 23, 2018
Title I Teacher-2018/19 School Year
Forest Academy, located in Kalamazoo, Michigan is looking for a Title I teacher to provide reading intervention support to students in grades K-8.  Title I teacher works with classroom teachers to best meet the needs of the students they are providing academic support for.   Title I Teacher is responsible for: -Maintaining documentation of interventions provided to each student  -Administering assessments to determine growth and eligibility of the program -Participate in monthly meetings with administration to discuss program successes and concerns -Responsible to complete monthly progress monitoring on all Title I students -Hold Title I parent meetings informing families about what the Title I program is and what is happening in the program -Provide push in and pull out small group instruction using Sound Reading Framework, DIBELS and Reading A to Z. -Monitor Title I push in parapro support to ensure best practice Professional Development will be provided to ensure understanding on the implementation of the services used in Title I. Position is Part Time offering up to 29 hours a week
FBR Charter Schools Forest Academy, Comstock Avenue, Kalamazoo, MI, USA Part time
IES Schools
Apr 23, 2018
Young 5's Spanish Immersion Teacher (18-19 school year)
Young 5's Spanish Immersion Teacher (2018-19 School Year) Qualifications:     Holds Michigan Teaching Certificate in  Elementary Education        Native Level Spanish Proficiency Are you passionate about sharing your Spanish language and culture with young learners?  Do you enjoy working with a great team of people who share this passion?  If so, this is a perfect position for you!  Our Spanish Immersion School, Las Huellas, is made up of a team of talented teachers who are native level proficient Spanish speakers who spend their teaching day instructing kids in Spanish.  We are looking for a teacher to join this team! We are excited to be adding a Young 5's Classrom to our Spanish Immersion Program for the 2018-19 school year.  We are looking for a teacher to Develop and align curriculum to the Common Core as well as the Innocademy foundations and mission statement. Provide customer service to Innocademy families with frequent, engaging, and informative communication. Focus on the whole child, intentionally growing each individual academically, physically, emotionally, and socially. Exercise flexibility daily by wearing many hats, prioritizing, and problem solving while maintaining a poised professional demeanor. Embrace global thinking and learning that helps expand circles of influence by seeking geographic and cultural opportunities that grow Innocademy students and staff. Seek geographic and cultural opportunities that foster global thinking and learning to help expand circles of influence for Innocademy students and staff. Utilize sound educational practices related to technology in daily instruction (blended-learning at the middle school level) as well as to prepare students for a rapidly changing society.  Schedule:         Year-Round S
IES Schools Innocademy, Homestead Drive, Zeeland, MI, USA Full time
Partner Solutions
Apr 16, 2018
Preschool Teacher (18-19 School Year) - American Montessori Academy
American Montessori Academy is currently hiring for a  Preschool Teacher for 2018-2019 School Year .  Must have Teacher Certification and ZA Early Childhood Development endorsement. Would you like to be part of a dynamic, family-oriented school environment that believes in promoting a child's natural ability to become a self-directed learner, flexible thinker and creative problem solver?  Do you want to make the world a happier and more peaceful place by teaching our students to resolve conflicts peacefully?  Are you looking for a place that you can grow professionally in a safe and supportive environment?  Do you possess the following characteristics? Peaceful problem solver Positivity Flexibility Team player Open and willing to learn Caring and kind Professional Employs Montessori approach Innovative Leadership Passionate about student success If so, we invite you to come GROW with us at American Montessori Academy!  Our rigorous, standards-based, academic program provides meaningful choice for students as they move along their unique learning paths.  AMA students have time and space to learn concepts, practice them, and apply their new knowledge in relevant and engaging ways.  Children emerge from our program as independent, flexible thinkers. They also demonstrate empathy, kindness, and heightened emotional intelligence.  At AMA we… Provide a rigorous standards-based curriculum Employ Montessori concrete to abstract approach Prepare an environment that promotes a child’s natural ability to become a self-directed learner Build strong teacher-child and teacher-parent relationships by utilizing a multi-age approach Educate our children in resolving conflicts in peaceful way Integrate peace education in daily school activities Create unique learning paths for each student Offer time and space to learn concepts, practice them, and apply their knowledge through projects Utilize small group and individualized instruction Develop independent flexible thinkers who are capable of solving complex problems We invite you to become part of our family!  American Montessori Academy is a Kindergarten – Eighth Grade Public Charter School in Michigan with two locations in the Livonia area. If you are interested in submitting your resume to American Montessori Academy or other CS Partners Schools, please  click here. Competitive Medical, Dental, and Vision BCBS plans with a low employee contribution. 3% employer contribution to 401K. Life, ADD, STD and LTD 100% paid by the employer! For more information on American Montessori Academy, please visit our website at  http://www.americanmontessori.net/site/index.asp   Teacher Application: Note:  In order for your application to be considered for a teaching position you must attach the following supplemental documents on the next page of this application:   Signed and notarized teaching certificate (front and back), MTTC test scores, copy of your college transcripts  
Partner Solutions American Montessori Academy, Middlebelt Road, Livonia, MI, USA Full time
Francis Street Primary School
Apr 16, 2018
Early Elementary Teacher
Francis Street Primary is a new school opening in August 2018. If you are interested in becoming a founding staff member of a unique primary program, we are currently taking applications for fulltime K – 2nd grade teachers who are energetic, dedicated, and talented . Key requirements include the following: K - 2nd grade: Bachelor’s degree in Elementary Education and Early Childhood Education (ZA or ZS) Current and valid teaching certificate Experience with writing curriculum, project-based learning and design, and experiential education Ability to work effectively with students and families of diverse cultures A commitment to continuously improving teaching through professional development and coaching which will include training in EL Education (eleducation.org)   The Francis Street Primary Classroom Teacher will be expected to : Design, prepare and maintain a child-centered learning environment; develop, implement, and evaluate cross-curricular units of study which utilize active pedagogy Develop and implement creative, organized, and engaging lessons based on Common Core and Michigan K-12 Standards Differentiate instruction to support all students in the learning process Appropriately assess and evaluate students’ skills and growth/progress Actively collaborate with school leadership and staff members Attend and actively participate in professional development activities, team meetings and staff meetings Contribute strengths and skills to the development, design and implementation of the new school as a founding educator Serve as a crew leader to a grade level cohort of students, being the primary trusted adult and family liaison and supporting students in community building, character development and academic progress monitoring Other additional responsibilities as assigned by supervisor  
Francis Street Primary School Jackson, MI, USA
National Heritage Academies
Apr 16, 2018
Teacher in Residence at Endeavor Charter Academy
National Heritage Academies (NHA) is committed to having highly qualified teachers in each classroom on the first day of school. For us to achieve this goal, we are hiring certified teachers for the upcoming school year before classroom openings become available. These individuals are our Teachers in Residence (TIR).   The Teacher in Residence (TIR) Role It is important to start the school year fully staffed, not only for the teachers in the building but also for every child and parent that chooses our schools. Therefore, we are looking to extend offers of employment in advance of identifying the classroom you will teach in.   As the leadership team starts to map out the classroom schedule for the upcoming school year, TIRs will be assigned a specific classroom and will have ample time to work with their dean and other teachers in their grade level in order to prepare for the school year.   Requirements Must   hold a valid teacher license in the subject and/or grade level for the state in which you are applying or must be on track to obtain a valid teacher license. Candidates with experience working with at-risk students preferred, if applicable to the school. Experience with different classroom management strategies and differentiated instruction preferred. Our Schools In our schools you will find bright colors, smiling faces, and opportunity. While working at an NHA school you will make a difference in the lives of our over 56,000 students. You will gain invaluable experience and have fun along the way. Here are a few ways we grow and celebrate together; NHA professional development opportunities, community involvement opportunities, and spirit contests amongst staff during designated appreciation weeks.   In this position, a cohesive leadership team of deans will be there to support you every step of the way. Along with our result-driven curriculum and commitment to educating the whole child – academically, morally, and socially – you and your students will be set up for success. Attention NHA Employees The purpose of the Teacher in Residence position is to pre-hire for potential vacancies by hiring candidates not currently employed with NHA as a classroom teacher. The reason for this is to ensure we have all classrooms filled by the start of the upcoming school year.   If you are a current teacher with NHA, we will be looking at your application after an initial push to hire external candidates. In the meantime, we encourage you to speak with your current principal or dean about your desire to transfer to a different school. If you are not a current teacher at NHA, we will process your application.   Visit nhacareers.com to apply today!  National Heritage Academies is an equal opportunity employer.
National Heritage Academies Endeavor Charter Academy, Helmer Road North, Springfield, MI, USA Full time
National Heritage Academies
Apr 16, 2018
Teacher in Residence at Keystone Academy
National Heritage Academies (NHA) is committed to having highly qualified teachers in each classroom on the first day of school. For us to achieve this goal, we are hiring certified teachers for the upcoming school year before classroom openings become available. These individuals are our Teachers in Residence (TIR).   The Teacher in Residence (TIR) Role It is important to start the school year fully staffed, not only for the teachers in the building but also for every child and parent that chooses our schools. Therefore, we are looking to extend offers of employment in advance of identifying the classroom you will teach in.   As the leadership team starts to map out the classroom schedule for the upcoming school year, TIRs will be assigned a specific classroom and will have ample time to work with their dean and other teachers in their grade level in order to prepare for the school year.   Requirements Must   hold a valid teacher license in the subject and/or grade level for the state in which you are applying or must be on track to obtain a valid teacher license. Candidates with experience working with at-risk students preferred, if applicable to the school. Experience with different classroom management strategies and differentiated instruction preferred. Our Schools In our schools you will find bright colors, smiling faces, and opportunity. While working at an NHA school you will make a difference in the lives of our over 56,000 students. You will gain invaluable experience and have fun along the way. Here are a few ways we grow and celebrate together; NHA professional development opportunities, community involvement opportunities, and spirit contests amongst staff during designated appreciation weeks.   In this position, a cohesive leadership team of deans will be there to support you every step of the way. Along with our result-driven curriculum and commitment to educating the whole child – academically, morally, and socially – you and your students will be set up for success. Attention NHA Employees The purpose of the Teacher in Residence position is to pre-hire for potential vacancies by hiring candidates not currently employed with NHA as a classroom teacher. The reason for this is to ensure we have all classrooms filled by the start of the upcoming school year.   If you are a current teacher with NHA, we will be looking at your application after an initial push to hire external candidates. In the meantime, we encourage you to speak with your current principal or dean about your desire to transfer to a different school. If you are not a current teacher at NHA, we will process your application.   Visit nhacareers.com to apply today!  National Heritage Academies is an equal opportunity employer.
National Heritage Academies Keystone Academy, Bemis Road, Belleville, MI, USA
National Heritage Academies
Apr 16, 2018
Teacher in Residence at Hamtramck Academy
National Heritage Academies (NHA) is committed to having highly qualified teachers in each classroom on the first day of school. For us to achieve this goal, we are hiring certified teachers for the upcoming school year before classroom openings become available. These individuals are our Teachers in Residence (TIR).   The Teacher in Residence (TIR) Role It is important to start the school year fully staffed, not only for the teachers in the building but also for every child and parent that chooses our schools. Therefore, we are looking to extend offers of employment in advance of identifying the classroom you will teach in.   As the leadership team starts to map out the classroom schedule for the upcoming school year, TIRs will be assigned a specific classroom and will have ample time to work with their dean and other teachers in their grade level in order to prepare for the school year.   Requirements Must   hold a valid teacher license in the subject and/or grade level for the state in which you are applying or must be on track to obtain a valid teacher license. Candidates with experience working with at-risk students preferred, if applicable to the school. Experience with different classroom management strategies and differentiated instruction preferred. Our Schools In our schools you will find bright colors, smiling faces, and opportunity. While working at an NHA school you will make a difference in the lives of our over 56,000 students. You will gain invaluable experience and have fun along the way. Here are a few ways we grow and celebrate together; NHA professional development opportunities, community involvement opportunities, and spirit contests amongst staff during designated appreciation weeks.   In this position, a cohesive leadership team of deans will be there to support you every step of the way. Along with our result-driven curriculum and commitment to educating the whole child – academically, morally, and socially – you and your students will be set up for success. Attention NHA Employees The purpose of the Teacher in Residence position is to pre-hire for potential vacancies by hiring candidates not currently employed with NHA as a classroom teacher. The reason for this is to ensure we have all classrooms filled by the start of the upcoming school year.   If you are a current teacher with NHA, we will be looking at your application after an initial push to hire external candidates. In the meantime, we encourage you to speak with your current principal or dean about your desire to transfer to a different school. If you are not a current teacher at NHA, we will process your application.   Visit nhacareers.com to apply today!  National Heritage Academies is an equal opportunity employer.
National Heritage Academies Hamtramck Academy, Conant Street, Hamtramck, MI, USA
National Heritage Academies
Apr 16, 2018
Teacher in Residence at Paramount Charter Academy
National Heritage Academies (NHA) is committed to having highly qualified teachers in each classroom on the first day of school. For us to achieve this goal, we are hiring certified teachers for the upcoming school year before classroom openings become available. These individuals are our Teachers in Residence (TIR).   The Teacher in Residence (TIR) Role It is important to start the school year fully staffed, not only for the teachers in the building but also for every child and parent that chooses our schools. Therefore, we are looking to extend offers of employment in advance of identifying the classroom you will teach in.   As the leadership team starts to map out the classroom schedule for the upcoming school year, TIRs will be assigned a specific classroom and will have ample time to work with their dean and other teachers in their grade level in order to prepare for the school year.   Requirements Must   hold a valid teacher license in the subject and/or grade level for the state in which you are applying or must be on track to obtain a valid teacher license. Candidates with experience working with at-risk students preferred, if applicable to the school. Experience with different classroom management strategies and differentiated instruction preferred. Our Schools In our schools you will find bright colors, smiling faces, and opportunity. While working at an NHA school you will make a difference in the lives of our over 56,000 students. You will gain invaluable experience and have fun along the way. Here are a few ways we grow and celebrate together; NHA professional development opportunities, community involvement opportunities, and spirit contests amongst staff during designated appreciation weeks.   In this position, a cohesive leadership team of deans will be there to support you every step of the way. Along with our result-driven curriculum and commitment to educating the whole child – academically, morally, and socially – you and your students will be set up for success. Attention NHA Employees The purpose of the Teacher in Residence position is to pre-hire for potential vacancies by hiring candidates not currently employed with NHA as a classroom teacher. The reason for this is to ensure we have all classrooms filled by the start of the upcoming school year.   If you are a current teacher with NHA, we will be looking at your application after an initial push to hire external candidates. In the meantime, we encourage you to speak with your current principal or dean about your desire to transfer to a different school. If you are not a current teacher at NHA, we will process your application. Visit nhacareers.com to apply today!  National Heritage Academies is an equal opportunity employer.
National Heritage Academies Paramount Charter Academy, South Westnedge Avenue, Kalamazoo, MI, USA
National Heritage Academies
Apr 16, 2018
Teacher in Residence at Metro Charter Academy
National Heritage Academies (NHA) is committed to having highly qualified teachers in each classroom on the first day of school. For us to achieve this goal, we are hiring certified teachers for the upcoming school year before classroom openings become available. These individuals are our Teachers in Residence (TIR).   The Teacher in Residence (TIR) Role It is important to start the school year fully staffed, not only for the teachers in the building but also for every child and parent that chooses our schools. Therefore, we are looking to extend offers of employment in advance of identifying the classroom you will teach in.   As the leadership team starts to map out the classroom schedule for the upcoming school year, TIRs will be assigned a specific classroom and will have ample time to work with their dean and other teachers in their grade level in order to prepare for the school year.   Requirements Must   hold a valid teacher license in the subject and/or grade level for the state in which you are applying or must be on track to obtain a valid teacher license. Candidates with experience working with at-risk students preferred, if applicable to the school. Experience with different classroom management strategies and differentiated instruction preferred. Our Schools In our schools you will find bright colors, smiling faces, and opportunity. While working at an NHA school you will make a difference in the lives of our over 56,000 students. You will gain invaluable experience and have fun along the way. Here are a few ways we grow and celebrate together; NHA professional development opportunities, community involvement opportunities, and spirit contests amongst staff during designated appreciation weeks.   In this position, a cohesive leadership team of deans will be there to support you every step of the way. Along with our result-driven curriculum and commitment to educating the whole child – academically, morally, and socially – you and your students will be set up for success. Attention NHA Employees The purpose of the Teacher in Residence position is to pre-hire for potential vacancies by hiring candidates not currently employed with NHA as a classroom teacher. The reason for this is to ensure we have all classrooms filled by the start of the upcoming school year.   If you are a current teacher with NHA, we will be looking at your application after an initial push to hire external candidates. In the meantime, we encourage you to speak with your current principal or dean about your desire to transfer to a different school. If you are not a current teacher at NHA, we will process your application.   National Heritage Academies is an equal opportunity employer.
National Heritage Academies Metro Charter Academy, Ecorse Road, Romulus, MI, USA
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