Primary (K-2) Classroom Teacher

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  Bachelor's degree or higher;

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  Colorado Licensure strongly preferred
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  Gifted Education Endorsement and/or Coursework preferred
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  Must have demonstrated competency in the core academic subject area(s) that he/she teaches or must be “highly qualified” under an elementary model to teach all core subjects

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  Professional written and oral communication skills

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  Excellent people-skills that include advocacy, co-teaching, and conflict-resolution skills, demonstrated partnership skills with parents, stakeholders, and community members
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  Consistent implementation of high standards for educational ethics and best practices
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  High capacity in all academic content areas for the expected level of the position
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  Understanding and willingness to support learners with a variety of gifted educational needs and intensities, including twice-exceptional students; typical learning needs; and special education needs
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  Personal Growth Mindset that welcomes and applies coaching feedback and celebrates goal achievement
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  Effective teamwork with special education and the work of school psychologists, occupational therapists, physical therapists, speech/language pathologists, school nurses, and other such specialists

Curriculum Development & Planning:

AcademyACL believes that curriculum development is a collaborative process, and classroom teachers are expected to attend regular MTSS, vertical alignment, and planning meetings during common planning times. Teachers are also expected to use and contribute to the ongoing development of units of instruction that align with the Integrated Curriculum Model of Advanced Content, Big Ideas, and Differentiated Process & Products within AcademyACL’s Curriculum Guide.

Communication:

Classroom teachers are expected to communicate with families, stakeholders, and other school community members on a regular and timely basis to share information regarding testing data; behavior or social situations; celebrations of learning; and plans for upcoming units of instruction, Lifeskills areas of focus, and/or important events.

• Learning reports are completed each trimester and involve both standards-based scores and a full narrative of student progress for each student in a class, highlighting overall areas of study, strengths, and areas of growth for individual students.

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  Family conferences are held several times per year to allow for goal-setting conversations to take place, and additional conferences may be scheduled at the request of the family or teacher as needed throughout the school year.

Data Analysis, Differentiation, and Learning Plans:

Classroom teachers at all levels and all subject areas are required to collect, document, and analyze data using multiple methods of evaluation, including formative and summative assessments, to inform instructional planning and differentiation for both remedial and advanced learning needs.

• AcademyACL uses Branching Minds to capture standardized testing data from NWEA MAP, Acadiance/DIBELs, Aimsweb, and DESSA screeners several times throughout the school year, and teachers are required to use that data, along with their own in-classroom assessments to determine tier placement and interventions within the MTSS framework.

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  Standards-based grading is used to track progress for student achievement, documented in Alma, which is also used to communicate that progress to families and students.
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  Use of these systems is required on a regular basis to ensure that information about student progress is available to families at regular intervals throughout the school year.

Classroom teachers are responsible for the development of student Advanced Learning Plans in collaboration with the Gifted Coordinator, student, and family. Section 504 accommodation plans, Individualized Education Plans, and READ Plans are developed in collaboration with plan coordinators, interventionists, special education teachers, and specialists, and specific accommodations and plan components are implemented by classroom teachers.

Leadership:

• As members of the Public Employees Retirement Association (PERA), AcademyACL employees do not contribute to or receive Social Security benefits.