Talented Visual Arts Teacher- High School

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

• 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.
• The 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.

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.
• 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 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.

Qualifications

• Bachelor Degree in Education or related area of study, required
• 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