8th Grade Science Teacher- Elementary School

About the role

Reports to the Principal
10 month position

What Success Means In This 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.

Position Description & Expectations

• Professional Learning, Development, and Growth for Teachers:

  • Teachers are expected to attend yearly professional development in the form of:
    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

• Student Engagement

  • 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 student learning.

• Academic Ownership

  • 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.

• Demonstration of Learning

  • Questions, tasks or assessments yield data that allow the teacher to assess student 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.

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