POSITION TITLE: Classroom Teacher for School Year 2021-22
REPORTS TO: Executive Director
Teachers work with colleagues and other staff to design, implement, and support the educational program of Palouse Prairie School in a manner that is true to the principles of EL Education the mission and vision of the school.
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.
1) Curriculum: Design, develop, document, and evaluate two semester-long learning expeditions
AND literacy and math curricula each year.
a) Utilize Core State Standards for literacy and mathematics as well as Idaho/National Standards for science and social studies through projects, products, and guiding questions;
b) Craft expeditions around compelling topics and enduring understandings that are rich in content. Topics are linked to projects that motivate students to become experts, to understand the big ideas in their respective content area, and to develop strong inquiry skills.
c) Use guiding questions to drive inquiry within the expedition and topic.
d) Include the use of fieldwork, experts, and service in addition to learning from the text
e) Plan Case Studies to animate the major concepts of a discipline or broad topic through concrete -often local- studies of subtopics within the discipline. Case studies help students to focus their research and become experts before they generalize their learning to broader concepts and content
f) Design Projects & Products – skills-rich projects that result in high quality products or performances for audiences beyond the classroom are designed to motivate and demonstrate student understanding of expedition content and skills.
g) Fully document expeditions and other learning experiences for future use, including clear alignment to standards, learning targets, and assessment.
2) Instruction: Deliver lessons that have explicit purpose and are guided by learning targets for
which students take ownership and responsibility. Teachers are expected to differentiate
instruction and maintain high expectations in order to bring out the best in all students and
cultivate a culture of high achievement.
a) Plan and Deliver Effective Lessons – Clearly articulate specific learning goals in student friendly language, employ strategies to scaffold learning so that all students make progress, and regularly check the understanding of each student through formative and summative assessment strategies
b) Differentiate Instruction – Proactively plan to meet students’ varied needs based upon ongoing assessment
c) Create a culture of reading. Literacy is a complex process and should include phonemic awareness, phonics, fluency, vocabulary development, and an array of comprehension strategies. Planning and instruction towards quality characteristics of writing and reading strategies within the context of expeditions and products
d) Mathematics – Math should be taught with rigor and integrity in discrete math classes but should be integrated into projects, case studies, and expeditions whenever possible. Instruction should focus on foundational facts that are grounded in conceptual understanding.
e) Create multiple opportunities for students to engage in complex, problem-based activities, labs, and investigations, and to represent and analyze data.
f) Emphasize the enduring themes-or big ideas-of social studies, often focusing on engaging social issues, cultural diversity, and social justice
3) Assessment: Embrace the power of student-engaged assessment practices to build student
ownership of learning, focus students on reading standards-based learning targets, and drive
achievement. Teachers are expected to engage in ongoing data inquiry and analysis,
examining everything from patterns in student work to results from formal assessments,
disaggregating data by groups of students to recognize and address gaps in achievement.
a) Use Student Engaged Assessment to create a culture of engagement and achievement
b) Use assessment for learning strategies on a daily basis
c) Create quality assessments, aligned with standards-based learning targets, in order to collect meaningful, accurate, and timely information about student learning
d) Raise achievement on assessments of learning (summative assessments)
e) Communicate student achievement in a wide variety of meaningful ways
4) Culture and Character: Incorporate structures and traditions such as C.R.E.W. community
meetings, exhibitions of student work, and service learning to ensure that every student is
known and cared for, that student leadership is nurtured, and that contributions to the school
and world are celebrated
a) Build a community of learning that communicates clear expectations for student character and model those values in one’s own practice
b) Foster both relational character and performance character
c) Establish structures for knowing students well
d) Engage families and the community in the life of the school
e) Create beautiful spaces for learning
f) Promote adventure
5) Professionalism & School Leadership: Participate in a strong professional culture that is
sustained via collective leadership and action.
a) Observe and support the PPCS staff community courtesies and norms.
b) Identify areas for personal professional development and take responsibility to research or ask for staff development opportunities to develop these areas.
c) Regularly attend and participate in Faculty meetings and Professional Development
meetings. Avoid scheduling parent/student conferences, medical appointments, etc.
during these times.
d) Use appropriate trip forms and follow expected timelines and checklists.
e) Respond to requests for feedback and/or information in a timely manner.
f) Be prompt for school, meeting, and supervision responsibilities.
g) Actively support school goals and programs including character values and
development, curriculum maps, instructional programs, safety policies, Design Principles, etc.
h) Work with Special Education staff to meet needs of students with IEPs, 504s, and other educational concerns.
Supervises students and classroom aids, paraprofessionals, or volunteers.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions
EDUCATION and/or EXPERIENCE:
Bachelor’s degree in Education, and hold a current Idaho Teaching Certificate.
Preferable: Master’s degree in Education or related field
Performance of this job shall be evaluated annually in accordance with provisions of the board’s policy on evaluation of certified personnel.
Please send resume and cover letter to Jeneille Branen, email@example.com and put Classroom Teacher 2021 Application in the subject line.