Title: Opportunity Excelerate Teacher

Reports To: Middle School Principal

SUMMARY:

The Opportunity Excelerate Program is an alternative learning program at our middle school. This position provides instruction in a middle school self-contained classroom. Collaborates with middle school staff to promote student growth in multiple dimensions, including academic, social and emotional learning. Seeks opportunities for professional teaming, reflection, and growth.

Qualifications:

Illinois licensure with endorsement(s) in special education endorsement required. Experience in alternative learning programs highly preferred. Ability to work with all levels of students to differentiate instruction. Knowledge of the college readiness skills and experience with common core standards are preferred. Teamwork and collaboration are required, along with reflection and a desire to continually improve your practice.

Duties and Responsibilities:

• Meet and instruct assigned classes in the locations and at the times designated.
• Develop and maintain a classroom environment conducive to effective learning within the limits of the resources provided by the District.
• Prepare for classes assigned, and show written evidence of preparation upon request of the principal.
• Encourage students to set and maintain standards of classroom behavior and report to the appropriate administrator information about individual student compliance with school and district behavioral expectations, and state and federal laws.
• Strive to implement by instruction and action the District's philosophy of education and instructional goals and objectives.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Maintain accurate, complete, and correct records as required by law, District policy, and administrative regulations.
• Prepare paperwork and facilitate meetings for Individual Education Plans and Student Success Plans.
• Assist in upholding and enforcing school rules, administrative regulations and Board Policy.
• Make provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
• Attend and participate in meetings involving the faculty and other participants that are of reasonable length and address a relevant educational topic as a legitimate function and obligation of professional educators.
• Collaborate with other members of the staff in planning instructional goals, objectives and methods.
• Collaborate in the selection of books, equipment, and other instructional materials.
• Accept a share of responsibility for co-curricular activities as assigned.
• Work to establish and maintain open lines of communication with students and their parents concerning both the broad academic and behavioral progress of all assigned students.
• Establish and maintain cooperative relations with others.

Teaching Framework Responsibilities:

Adapted from the Framework for Teaching. Charlotte Danielson.

• The educator plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
• The educator seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
• The educator develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards.
• The educator is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
• The educator coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning.
• The educator's plan for student assessment is aligned with the instructional outcomes, uses clear criteria, and is appropriate to the needs of students. The educator intends to use assessment results to plan for future instruction for students.
• The educator's interactions with his/her students are friendly and demonstrate general caring and respect.
• The educator will develop a classroom culture that is characterized by commitment to learning by educator and student. Student engagement to the task at hand is consistent.
• The educator's management of instructional groups and/or the handling of materials and supplies are consistent. The educator ensures that students follow established classroom routines.
• The educator will monitor student behavior and respond to student misbehavior. Educator response to student misbehavior is consistent, appropriate and respectful to students.
• The educator ensures the classroom is safe, and learning is accessible to all students. The educator ensures that the physical arrangement is appropriate to the learning activities. The educator makes effective use of physical resources, including computer technology.
• The educator clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The educator's explanation of content is clear and accurate and connects with students' knowledge and experience. Educator's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
• The educator's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The educator engages all students in the discussion and encourages them to respond to one another.
• The educator creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
• The educator uses assessments to support instruction, through frequent monitoring of progress by educator and/or students. Educator feedback to students is regular and accurate. The educator ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
• The educator modifies the lesson when needed and responds to student questions and interests. The educator seeks approaches for students who have difficulty learning.
• The educator's reflection on a lesson provides an accurate and objective description. The educator can make suggestions as to how the lesson might be improved.
• The educator communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
• The educator participates in the professional community and in school and district events and projects. The educator maintains positive and productive relationships with colleagues, administrators and parents.
• The educator participates in professional development based on an individual assessment of need and actively shares information with others. The educator accepts and acts upon feedback from supervisors and colleagues.
• The educator displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
• The educator supervises students or assists with supervision in both teaching and not teaching situations.
• Other duties as assigned.

Mental Demands:

• Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other members of the educational community.
• Ability to instruct students effectively and capably.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.

Working Conditions:

• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, field trips; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular and consistent work attendance.

Other: The employee shall follow all School Board Policies.