May 29, 2018
Send your resume and compensation requirements to: email@example.com or you can call 734/341-9336. POSITION SUMMARY An EAS Schools educator will: Effectively build a positive and responsive classroom culture Design and implement cross-curricular units of study that effectively integrate literacy instruction and utilize active pedagogy Plan and implement creative, organized and engaging lessons based on state and national standards Differentiate instruction to support all students in the learning process Plan, support, and collaborate with fellow educators and staff Provide an inviting, loving, and joyful learning environment PERFORMANCE EXPECTATIONS The Teacher is responsible for planning and successful delivery of academic instruction to students in accordance with the mission, vision, philosophy and policies of EAS Schools and the school where they are assigned to teach. The Teacher’s performance expectations are: Someone committed to meeting the needs of every child in a diverse population and has demonstrated success working with urban students. Believes every child can learn and reach high levels of academic achievement. Plans and participates in extracurricular activities throughout the school year. Prepares and maintains accurate and complete student records. Identify in each lesson what thinking skills will be explicitly taught and practiced; what physical, social, or content skills students will be able to do and how students will know if they can do it. Differentiate for individual students based on their unique learning needs so all students are appropriately engaged and challenged. Present academic content through a variety of instructional strategies to accommodate various learning styles, personality styles, and the need for physical movement. Explicitly introduce learning objectives to activate students’ prior knowledge as it relates to the objectives, and conclude the lesson by revisiting the learning objective and having students apply it in context. Utilizes a variety of instructional materials/resources and multiple strategies, including arts-infusion and technology to enhance student learning. Has a clear understanding of curriculum, instruction, and child development. Has experience designing and implementing an effective and engaging literacy curriculum. Has the capacity to teach mathematics and science using inquiry-based and hands-on methodology. Develop standards-aligned, measurable, ambitious big goals that will increase student opportunities for achievement; assess and track performance against these goals. Measure student achievement of, and progress toward, the learning objectives and big goals with formative and summative assessment tools. Provide ongoing and timely feedback to students on their progress towards meeting big goals by frequently checking for understanding and listening. Use data to reflect on effectiveness of lessons and student achievement progress in order to improve instruction and personal practice. Create a focused environment of fairness and respect that encourages students to take risks and strive to reach goals. Establish, model, practice, and reinforce age-appropriate rules and logical consequences; create and consistently use individual behavioral management plans, as needed. Implement classroom procedures, systems, and routines that provide structure for students and maximize instructional time. Believes children can make a significant contribution to the school, community and the world. Continually communicates with students on cultural and instructional expectations and their progress in meeting those expectations. Communicate respectfully and thoughtfully with parent/guardians remaining sensitive to different families’ cultures, values and needs. Initiate and maintain timely communication with all parents/guardians (through daily/weekly folders, notes home, weekly newsletters, phone calls, in-person meetings, conferences, report cards) concerning student progress and to provide a clear picture of the curriculum and high expectations. Work collaboratively with parents/guardians, families, and other members of the community to involve them in academic activities and to support the success of students. Collaborate with colleagues (grade level and school-wide meetings, professional development days, the professional development institute) to continuously improve personal practice, classroom instruction, assessment, and student achievement, as well as the overall goals and mission of the school and the network. Access meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercise judgment in accepting findings as valid for application in classroom practice and teacher improvement. Reflect critically upon teaching experience; identify areas for further professional development as part of a professional development plan that is linked to grade level and school goals; access meaningful learning experiences; and listen thoughtfully to other viewpoints and respond constructively to suggestions and criticisms. Fulfill all outlined and related functions professionally, timely and thoroughly. Consistently maintains work habits, appearance and behavior that serve as a positive model for students. Assigns work to and supervises assigned Paraprofessional(s). The Teacher’s performance measures shall be: Quality of student activities including alignment with state and national standards, student engagement in learning, and so forth Classroom management Classroom environment Student achievement growth versus target Student attendance versus target Student and stakeholder satisfaction – primarily as measured by surveys Rapport with students, parents, staff and others Demonstrated knowledge of assigned content area(s) including appropriate instructional strategies and available resources Planning and participation in extracurricular activities and events as appropriate Marzano MINIMUM QUALIFICATIONS EDUCATION: Bachelor's degree, preferably in Education EXPERIENCE, KNOWLEDGE & SKILLS: Three (3) years prior teaching experience preferred Required state teaching certification/licensure Pass a criminal background check Have demonstrated track record of taking initiative and being solutions-focused Demonstrates a passion for working with children Highly Qualified status under No Child Left Behind Strong desire to work within an innovative, urban educational program Proven track record of raising student achievement scores in an urban environment Ability to use data to inform instruction and decision-making related to student achievement Ability to turn best practices into high quality, goal-driven results Highly effective writing, oral and interpersonal skills to communicate with a varied audience Data managements tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint and Outlook) This job description is intended to describe the general nature and level of work being performed by an incumbent in this job and the qualifications needed. The job description should not be construed as an exhaustive list of all job duties that may be performed by a person so classified and should not be construed as an exhaustive list of all qualifications that may be required.
EAS Schools/Southwest Detroit Community School Southwest Detroit Community School, 29th Street, Detroit, MI, USA Full time