1st/2nd Grade Teacher

LEGACY CHRISTIAN SCHOOL OF MANITOWOC

LCSM Mission:  To equip students for a Christ-centered life of excellence.

Position Title

Teacher

Contract

Full-time, salaried, contracted employee

Reports to

Head of School

Position Requirements

• Holds a Bachelor’s degree in preferably Education from an accredited college.
• Maintains proper certification as required by the DPI.
• Experience working in elementary and/or middle school environments.

Attributes and Competencies

• Demonstrates effective communication skills with parents, children, and staff.
• Demonstrates spiritual maturity.
• Initiates meeting the needs of the students.
• Works well with children.
• Maintains appropriate certifications that align with accreditation requirements.
• Conscious of health and safety issues.
• Attends in-service training, as required.

Overview

• The teacher will help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women consistent with the philosophy and goals of LCSM.  The teacher will serve as a spiritual leader for integration of Biblical truth, teaching, modeling and discipline.

Key Tasks and Responsibilities

Professional Knowledge

The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences.

• Effectively addresses appropriate curriculum standards and other required standards.  
• Integrates key content elements and higher-level thinking skills.  
• Demonstrates ability to link present content with past and future learning, other subject areas, and real-world experiences and applications.
• Demonstrates accurate knowledge of the subject matter.
• Demonstrates skills relevant to the subject area(s) taught.
• Bases instruction on goals that reflect high expectations and understanding of the subject.
• Understands development of age group.
• Uses precise language, correct vocabulary and grammar, and acceptable forms of communication as it relates to a specific discipline and/or grade level.
• Has knowledge and understanding of school, family, and community resources to help meet students' learning needs.
• Demonstrates appropriate accommodations and modifications for diverse learners (e.g. English learners, gifted learners, students with disabilities), or will seek out assistance in this area when needed.
• Understands the ways in which students develop in their understanding of God.
• Has knowledge of the Bible as it relates to content and the teaching of the content.
• Understands the philosophical framework influencing the ways in which content is framed and the ways in which a Christian perspective may be taught to students.

Instructional Planning

The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.

• Aligns lesson objectives to approved curriculum using student learning data to guide planning.  
• Plans accordingly for pacing, sequencing content coverage, transitions, and application of knowledge.
• Plans for differentiated instruction.
• Develops appropriate long- and short-range plans and adapts plans when needed.
• Uses resources, including technology, to effectively communicate.
• Integrates a Biblical understanding of community, people, human nature, justice and welfare/discipline into policy and practice.
• Develops a personal philosophy of Christian education based in Biblical principles.

Instructional Delivery

The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. 

• Engages and maintains students in active learning (e.g., student collaboration, small group instruction, real-world applications, project-based learning).
• Builds upon students' existing knowledge and skills.
• Uses a variety of effective instructional strategies.
• Uses materials, technology, and resources to enhance student learning.
• Differentiates and paces instruction to meet students' needs.
• Reinforces learning goals throughout the lesson.
• Communicates clearly and checks for understanding (e.g., multiple levels of questioning).
• Integrates a Christian perspective throughout programs and assessment.

Assessment for and of Learning

The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provides timely feedback to students, parents, and stakeholders.

• Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning.
• Involves students in setting learning goals and monitoring their own progress.
• Uses a variety of informal and formal assessment strategies and instruments that are valid and appropriate for the content and for the student population.
• Aligns student assessment with approved curriculum and benchmarks.
• Collects and maintains a record of sufficient assessment data to support accurate reporting of student progress.
• Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students' learning.
• Communicates constructive and frequent feedback on student learning to students, parents, and other stakeholders.

Learning Environment

The teacher uses resources, routines, and procedures to provide a respectful, safe, positive, student-centered environment that is conducive to student engagement and learning.

• Establishes and maintains effective routines and procedures.
• Creates and maintains a safe physical setting.
• Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic.
• Promotes respectful interactions that challenge and engage students within the learning environment.
• Creates an environment that is academically appropriate, stimulating, and challenging.
• Encourages student participation, inquiry, and intellectual risk-taking.
• Respects and promotes the appreciation of diversity.
• Uses a balance of effective verbal, nonverbal, and digital communication tools to foster a positive, culturally inclusive learning environment.
• Models and converses about Christ-like behavior in the learning environment.

Professionalism

The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning.

• Meets and instructs assigned classes in the locations and at the times designated.
• Collaborates and communicates effectively to promote students' well-being and success.
• Builds positive and professional relationships with parents/guardians through frequent communication concerning students' progress.
• Adheres to school, legal, ethical, and procedural requirements.
• Serves as a positive role model for students in how to conduct themselves as citizens and as responsible, intelligent human beings. In particular, each staff member has a responsibility to help instill in students the belief in and practice of ethical principles and Christian values.
• Incorporates learning from professional growth opportunities into instructional practice and reflects upon the effectiveness of implemented strategies.
• Identifies and evaluates personal strengths and weaknesses and sets goals for improvement of skills and professional performance based on self-assessment and/or in collaboration with their evaluator.
• Works in a collegial and collaborative manner with staff and the community to promote continuous improvement.  
• Performs other assigned duties within the boundaries of the staff handbook and relevant statutes.
• Complies with all policies of the Board of Directors. Teachers will enforce rules and policies of the Board and faithfully perform teaching and supervisory duties to which they are assigned.  Guidelines found in the teacher handbook provide additional detail and are also to be followed by all teachers.
• Demonstrates knowledge about and engagement with the school, its Christian ethos and vision.

• Contributes to the development of distinctive Christian practice in the school, profession, and wider community.

• Perform other duties as prescribed by the Head of School.