Description

QUALIFICATIONS:

A Bachelor's degree in Elementary Education (other similar degrees will be considered) and Teacher Certification/License or PGCE in Education. A Master's degree in education preferred. Candidates should have at least 3 years full-time professional teaching experience. Experience in student-centered, project-based learning is preferred. Strength of academic background, professional experience, interview performance, and references will be considered during the selection process.


PERSONAL ATTRIBUTES: All Dewey teachers must

-Support the mission and vision of our organization and schools.

-Be passionate about teaching students.

-Set high goals for our students and themselves.

-Work tirelessly to attain these high goals.

-Have strong knowledge and skills in their content area and in the art of teaching.

-Be strong analytical and critical thinkers, willing to engage in debate discourse.

-Be ready to be part of a collaborative team.

-Be open to receiving coaching and support.

-Demonstrate initiative, persistence, and resiliency.

-Be results oriented.

-Be reflective listeners.

DUTIES AND RESPONSIBILITIES:

PLANNING AND PREPARATION: All Dewey teachers must

-Demonstrate deep knowledge of the content area, instructional pedagogy and project-based learning.

-Incorporate knowledge of students' needs including academic abilities, developmental strengths or challenges, language, and culture into the implementation of instructional activities.

-Implement interventions, accommodations, and modifications as needed.

-Set instructional outcomes that are appropriately challenging, clear, sequenced, and aligned vertically and horizontally within and across content.

-Complete lesson plans based on the innovative, project-based curriculum as per the direction of the Head of School.

-Incorporate a variety of instructional resources into teaching and learning, including materials provided by the school curriculum and outside materials to support enrichment.

-Implement a project-based, innovative curriculum design based on well-structured units that include purposeful hands-on activities, appropriate materials, and grouping that meets the individual needs of students in the classroom.

-Use assessment to inform planning and instruction for whole class, small groups, and individual remediation and/or enrichment learning.

CLASSROOM ENVIRONMENT: All Dewey teachers must

-Develop and maintain strong, respectful, and productive relationships with all members of the school community.

-Create a student-centered learning environment where the focus of instruction is on the students to be autonomous, independent, and to place the responsibility for learning in their hands.

-Create a classroom culture that supports respectful teacher-to-student, student-to-student, and student- to-teacher communication.

-Maintain a classroom that communicates high expectations, the value of content, and the importance of quality student work as demonstrated through the display of quality student work and instruction.

-Develop and maintain a well-managed and well-organized classroom where there are clear structures, routines, and organization that support safety and learning. -Demonstrate a clearly defined plan for maintaining student behavior that includes clear expectations, on-going monitoring of behavior, and appropriate responses to misbehavior.

-Maintain a classroom environment that is safe and supports the needs of a variety of learning activities.
 

INSTRUCTION: All Dewey teachers must

-Deliver student-centered instruction that communicates a clear purpose, process, and is highly engaging for students.

-Direct spoken and written language toward students that is correct, incorporates new words and concepts to stretch student vocabulary.

-Actively engage students with high quality questions that emphasize higher order thinking skills while allowing for sufficient wait time.

-Encourage and engage students in relevant conversations during instruction where students demonstrate leadership and allow for a variety of voices to be -heard.

Design and implement activities and assignments that cognitively engage students while allowing for adaptation and ownership to meet students’ individual needs.

-Utilize grouping (mixed-ability or same-ability depending upon the task and focus) to support classroom learning.

-Actively monitor student understanding and performance within and beyond the classroom to inform planning and instruction.

-Provide regular feedback to students that is constructive and supports growth and improvement.

-Develop systems and processes that allow students to self-assess and improve performance on tasks.

-Demonstrate flexibility and responsiveness to adjust lessons to meet the needs of students while also maintaining persistence in finding effective learning strategies that will support student success.

PROFESSIONAL RESPONSIBILITIES: All Dewey teachers must

-Demonstrate appropriate reflection on the effectiveness of lessons or units to inform future instruction.

-Maintain accurate records of completion of student assignments, student progress/grades/rubrics, and non- instructional records needed to support teaching and the functioning of the school.

-Involve students in monitoring, interpreting, and acting on feedback.

-Communicate with parents or guardians on a regular basis in regard to course expectations, instructional program, and student progress (positive feedback and concerns).

-Engage parents by getting them involved in the school community or by attending school events.

-Participate positively in the school community by building strong and productive professional relationships, engaging in a culture of inquiry focused on school or student improvement, providing service to the school, and by participating in school projects and special events.

-Actively initiate and engage in opportunities to grow professionally including but not limited to participation in professional development, instructional coaching, and feedback from colleagues or administration.

-Provide service to the profession and fellow teachers by assisting other educators and seeking to contribute to the advancement of the profession.

-Demonstrate professionalism by conducting oneself with integrity, ethics, provision of service and advocacy for students and families.

-Participate in team or departmental decision-making by maintaining an open mind and acting in the best interests of students.

-Comply with campus, school, and district regulations.

OTHER RESPONSIBILITIES: All Dewey teachers must

-Refer students that are struggling academically, socially, emotionally, or academically to the school- based intervention team.

-Complete school-based documentation in a timely manner including but not limited to interim reports, report cards, student logs, incident reports, etc.

-Provide supervision for students at all assigned times during the school day.

-Accept responsibility for the completion of a minimum of one additional duty and an advisory course.

-Any additional duties assigned at the discretion of their supervisor.