Middle School Social Studies Teacher

STATEMENT OF RESPONSIBILITY

Annually each teacher will be assigned a class of students for whom he/she assumes primary teaching and advisory responsibility. This will include serving as the primary teacher for those students in all core subjects, or in the specific subject for which the teacher is hired. Teachers will also be expected to serve as the first contact in the counseling/guidance process. Teachers are expected to always place the best interest of their students ahead of all other considerations. Teachers are also expected to adhere to all state/federal laws and reporting requirements, and to operate in accordance with the policies established by the Board of Directors.

QUALIFICATIONS

Certification/License: Appropriate State Teaching Certification

Education: An accredited Bachelor's or Master’s Degree

KNOWLEDGE, SKILLS, AND ABILITIES

• Knowledge of teaching methods and educational pedagogy
• Knowledge of appropriate grade level and/or subject area curriculum and concepts
• Ability to organize and coordinate work.
• Ability to prepare oral or written communications for distribution to employees, students and parents.
• Ability to organize multiple tasks and conflicting time constraints.
• Ability to establish and maintain cooperative working relationships with staff, parents and others
• Ability to engage in self-evaluation with regard to leadership, performance and professional growth.
• Social Studies Preferred

SPECIFIC DUTIES

Include but are not limited to:

· Prepare weekly lesson plans in conjunction with the other members of his/her teaching team;

· Maintain contact with the parent/guidance and/or other support services;

· Work with the Principal and his/her designees to monitor and plan the continuing development of the academic/social curriculum;

· Conduct periodic assessments of assigned students as directed by the Principal and his/her designees;

· Work actively with the entire teaching team to ensure that all students receive comparable learning experiences;

· Develop a baseline Individualized Learning Plan (ILP) which sets the academic and non-academic goals for each student based on the learning style assessments conducted during the intitial orientation and assessment period for each incoming group of students;

· Annually review and update Individualized Learning Plan for each student in his/her primary class;

· Meet with students and parents in primary class assignment on a regular basis to review progress and discuss areas for further development;

· Work collaboratively with peers, including any community partners or university faculty that may be working cooperatively with the school; and,

· Perform any reasonable tasks that may be assigned by the Principal.

RESPONSIBLITIES

Facilitating teaching and learning for all students:

· Planning and delivering daily lessons that are grade appropriate, and differentiating instruction to meet the needs of all students – below, on, and above grade-level;

· Using state standards to develop unit/lesson plans that are aligned to school/district expectations;

· Creating and administering benchmark assessments to measure student progress/achievements in all subject areas;

· Assessing students needs, academic and behavioral, and administering intervention as discussed by STI/PPT team;

· Interpreting and using data to drive instruction;

· Maintaining rigor and challenge for high academic achievement;

· Developing projects that encourage students to utilize technology for presentations, individually and in small groups;

· Creating a learning environment that is conducive to learning while making learning fun and interesting for all students;

· Encouraging and motivating students to learn by understanding how and why students learn;

· At the beginning of the school year (August/September), review report cards/student files and discuss with previous year’s teacher(s) to determine students who are at risk and create an action plan that addresses student needs;

· Developing a positive relationship, attitude/rapport with students, parents and staff;

· Collaborating with grade-level partners and other staff through grade level and vertical team meetings, staff meetings, professional development, etc.;

· Having an ongoing conversation with parents about students’ progress or lack of progress as soon as problems arise, through telephone calls, notes to parents, STI meetings, progress reports and parent conferences;

· Creating a routine procedure for homework communication where parents are aware of students’ work and must sign off daily;

· Utilizing paraprofessionals and tutors to establish reading or math skills for consistent/effective application;

· Being visible in the school community by attending after-school extracurricular activities (e.g. annual potluck, literacy nights, open houses, JAPA meetings, etc.); and

· Asserting leadership qualities by being active on school established committees, sharing BEST practices at profession development and staff meetings.

IMMEDIATE SUPERVISOR

School Principals

TERMS OF EMPLOYMENTS AND WORK SCHEDULE

Ten month work year. Standard teacher work schedule, including attendance at professional development, open houses, parent conferences and staff meetings as needed.

Job Type: Full-time

Benefits:

• 401(k)
• Dental insurance
• Employee assistance program
• Health insurance
• Life insurance
• Paid time off
• Retirement plan
• Vision insurance

Physical Setting:

• Charter school

Schedule:

• 8 hour shift
• Monday to Friday

Education:

• Bachelor's (Preferred)

Experience:

• Teaching: 1 year (Preferred)

License/Certification:

• Teaching Certification (Preferred)

Work Location: Multiple locations