Lead Teacher- Algebra II

About the role

The Lead Teacher is responsible for planning, organizing and implementing an appropriate instructional program in a learning environment that guides and encourages students to meet and exceed standards for the grade level/course.

Responsibilities

• Planning and Preparation for Learning
• Knowledge - Demonstrates subject area expertise and a cutting-edge grasp of child development and how students learn.
• Standards - Develops a well-honed game plan for the year that is tightly aligned with state standards and assessments.
• Units - Plans all expeditions backwards, aligned with high standards, state assessments, and all Bloom’s levels; documents and shares all lessons with supervisor at a minimum of two (2) weeks in advance.
• Assessments - Plans diagnostic, formative, and summative assessments to closely monitor student learning.
• Anticipation - Anticipates students’ misconceptions and confusions and develops multiple strategies to overcome them.
• Lessons - Designs lessons with clear, measurable goals closely aligned with standards and expedition outcomes.
• Engagement - Designs highly relevant lessons that will motivate all students and engage them in active learning.
• Materials - Designs lessons that use an effective mix of high-quality, multicultural learning materials and technology.
• Differentiation - Designs lessons that break down complex tasks and address all learning needs, styles, and interests.
• Environment - Artfully uses room arrangement, materials, and displays to maximize student learning of all material, focusing on learning targets and student work.
• Classroom Management Expectations - Is direct, specific, consistent, and tenacious in communicating and enforcing high expectations.
• Relationships - Shows warmth, caring, respect, and fairness for all students and builds strong relationships.
• Respect - Wins all students’ respect and creates a climate in which disruption of learning is unthinkable.
• Social-emotional - Implements a program that successfully develops positive interactions and social-emotional skills.
• Routines - Successfully inculcates class routines up front so that students maintain them throughout the year.
• Responsibility - Successfully develops students’ self-discipline, self-confidence, and a sense of responsibility.
• Repertoire - Has a highly effective discipline repertoire and can capture and hold students’ attention any time.
• Efficiency - Skillfully uses coherence, momentum, and transitions so that every minute of the classroom time produces learning.
• Prevention - Is alert, poised, dynamic, and self-assured and nips virtually all discipline problems in the bud.
• Incentives - Gets students to buy into a highly effective system of incentives linked to intrinsic rewards.
• Delivery of Instruction Expectations - Exudes high expectations and determination and convinces all students that they will master the material.
• Mindset - Actively inculcates a “growth” mindset: take risks, learn from mistakes, through effective effort you can and will achieve at high levels.
• Goals - Shows students exactly what’s expected by posting learning targets, essential questions, rubrics, and exemplars.
• Connections - Hooks all students’ interest and makes connections into prior knowledge, experience, and reading.
• Clarity - Always presents material clearly and explicitly, with well-chosen examples and vivid and appropriate language.
• Repertoire - Orchestrates highly effective strategies, materials, and groupings to involve and motivate all students.
• Engagement - Engages all students in focused work in which they are active learners and problem solvers.
• Differentiation - Successfully reaches all students by skillfully differentiating and scaffolding.
• Nimbleness - Deftly adapts lessons and units to exploit teachable moments and correct misunderstandings.
• Application - Consistently has all students summarize and internalize what they learn and apply it to real-life situations.
• Monitoring, Assessment and Follow-Up Criteria - Posts and reviews clear criteria for proficient work, including rubrics and exemplars, and all students internalize them.
• Diagnosis - Gives students a well-constructed diagnostic assessment up front, and uses the information to fine-tune instruction.
• On-the-Spot - Continuously uses a variety of effective methods to check for understanding; immediately unscrambles confusion and clarifies.
• Self-Assessment - Sets ambitious goals with students, continually self-assesses, and takes responsibility for improving performance.
• Recognition - Frequently posts students’ work with rubrics and commentary to celebrate progress and motivate direct effort.
• Interims - Works with colleagues to use interim assessment data, fine-tune teaching, re-teach, and help struggling students.
• Tenacity - Relentlessly follows up with struggling students with personal attention (time and support) so they all reach proficiency.
• Analysis - Works with colleagues to analyze chart data, draw action conclusions, and leverage student growth.
• Reflection - Constantly reflects on what worked and what didn’t to continuously improve instruction.

Qualifications

We are looking for educators who have...

• a passion for Codman’s mission and EL Education philosophy, which focuses on experiential learning and social justice
• successful teaching experience in an urban public school, grades K1-12
• experience leading students to significant academic gains
• an abiding sense of urgency
• extensive content knowledge
• experience working with special needs students
• classroom management expertise
• a love for collaborative curriculum development
• the desire to grow as an educator and the willingness to participate in meaningful and challenging professional development
• Bachelor’s degree
• SEI endorsement
• MTELs in required subject