Reports to the Principal
What Success Means In This Position
This is an exempt level 10 month position. Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis.
Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected. Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals and achieving the longest charter renewal available to Behrman.
Position Description & Expectations
Professional Learning, Development, and Growth for Teachers:
Teachers are expected to attend yearly professional development in the form of:
- New Teacher Induction
- Faculty and Grade-Level Meetings
- Job embedded Professional Development
- Estimated 60-90 minutes per week
- Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development
- Attendance at cluster meetings
- Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year)
- Other meetings as designated by school leaders
- Performs other duties that may be required.
Student Engagement (Are all students engaged in the work of the lesson from start to finish?)
- All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.
- All or almost all students follow behavioral expectations and/or directions.
- Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the teacher.
- Class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in meaningful learning without interrupting other students learning.
- Performs other duties that may be required.
Essential Content (Are all students working with content aligned to the appropriate standards for their subject grade?)
- Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments.
- The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.
- All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.
- All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or students IEP goals (ex. Lexile level and complexity of text).
- Performs other duties that may be required.
Academic Ownership (Are all responsible for doing the thinking in this classroom?)
- All or most all students provide meaningful oral or written evidence to support their thinking.
- Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.
- Students respond to and build on their peers thinking, ideas or answers.
- Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response.
- All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.
- Performs other duties that may be required.
Demonstration of Learning (Do all students demonstrate that they are learning?)
- Questions, tasks or assessments yield data that allow the teacher to assess students progress toward learning goals and help pinpoint where understanding breaks down.
- Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.
- All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.
- Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.
- Performs other duties that may be required.
Qualifications
- Bachelor Degree in Education or a related area of study
- Two years of teaching experience preferred
- Valid Louisiana Teaching Certificate with Louisiana Certification Preferred
- Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)
- Desire and ability to succeed in a student-friendly, detail-oriented, community environment.
- Belief in the Algiers Charter mission and educational model
- Open to professional learning, formal/informal observations, and feedback