SUBJECT: CLAREMONT ACADEMY VACANCIES 2024-2025 TEACHER: SOCIAL STUDIES - HIGH SCHOOL REPORTS TO: PRINCIPAL The Claremont Academy Innovation School strives to ensure that all of its Main South students realize the power of their minds and hearts and develop their capabilities as readers, writers, problem-solvers, communicators, creators, collaborators, and civic-minded contributors to their community; to guide and support every student on a pathway to college, career, and civic readiness; to provide the majority of students, in tandem with its college partners, with early college academic experiences such as visiting, auditing, and taking courses; and to qualify every student for postsecondary education, with at least three-fourths enrolling at a two- or four-year college within a year of the fall following graduation. In addition we are striving toward embracing the Early College Wall to Wall model for the 2024 school year.We select appropriate staff based on the values and commitments of members of the Claremont staff, based on the following: Commitment to all of our students: Every staff member realizes the complex challenges of teaching in our urban setting, and the necessity of time, grit and determination in meeting them and supporting our students. What sets our staff apart is that we do not let students give up. Sometimes that requires unique solutions to unique challenges. Our current staff understands this and we want to ensure that future staff understand and are ready to make the same commitment as well. Leadership, co-decision-making and co-problem-solving: Teachers will be certified in specific subject areas and act as decision-makers in the school. Teachers are leaders in that they are involved in the everyday decision-making processes that occur at our school. As our ILT demonstrates, all staff are involved in decisions that impact our community. Confidence in this process within our staff has been a vital component of our Ubuntu philosophy. Under our Innovation School plan, faculty will be able to collaborate and address challenges, and discover through that process what makes sense for our students. Co-curricular development, academic support, and professional learning: Teachers are also involved in the following: o Curriculum Development o Ensuring quality instruction for all students o Collaborative learning through activities such as collaborative lesson planning, rounds, and joint assessment and inquiry into looking at student work. o Summer and in-school PD workshops led by our own teachers In addition, our school commits and is connected to a number of other programs important for the development of our students and our practice at the school, which all staff directly or indirectly support. o We commit to mentoring teacher interns from the Clark University Master’s program, a process we value for a number of reasons, not least for its contribution to our own reflective process. Mentoring requires regular advising, feedback and modeling while simultaneously affording time for staff to develop personal plans for their students, individually and with colleagues. Required Qualifications: 1. Appropriate Massachusetts DESE Teacher Licensure 2. SEI Endorsement 3. Demonstrated mastery of content area knowledge 4. Demonstrated ability to provide rigorous expectations for students 5. Willingness to participate in targeted professional development in content area. 6. Demonstrated ability in technology skills for instruction and extension activities 7. Familiarity with the Common Core Standards 8. Demonstrated ability to provide instruction in organizational skills and vocabulary 9. Demonstrated understanding of using and analyzing data to drive instruction 10. Demonstrated ability to use formative and summative assessments 11. Demonstrated understanding of, and commitment to, the mission and vision of the Claremont Academy Innovation Plan 12. Willingness to participate in after school and evening events for students and parents 13. Willingness to meet before and after school for common planning time 14. Responsible for assuring equal educational opportunity to all individuals regardless of race, color, gender, age, marital status, religion, gender identity, natural origin, sexual orientation, homelessness, or disability. 15. Performance of other job-related duties as assigned. Preferred Qualifications: 1. Dual licensure in ESL 2. Experience teaching advanced students (pre-AP, AP, honors or higher course levels) 3. Ability to adapt to schedule changes 4. Interest in participating in extra-curricular activities with students Staffing Process 5. Social emotional learning experience is preferredWe have identified the following core characteristics: • Highly qualified teacher status as described by the DESE. • High level of understanding of content and how to make it accessible to a wide range of students. • Demonstrated understanding of practices that promote literacy development and how they relate to content-area learning. • Demonstrated understanding of the signature practices of teaching and learning at Claremont (Writing to learn, Reading to understand, Classroom discourse and Collaborative Group Work) – and to personalized learning in the context of a vibrant learning community. • Demonstrated understanding of student-centered learning. • Demonstrated commitment to sharing, reflecting on and developing teaching practice with colleagues in collaborative learning processes such as our “professional learning cycle” – (Collaborative Lesson Planning, Rounds, Looking at Student Work). • Demonstrated commitment to collaborative decision-making with colleagues. • Demonstrated belief that every student can learn and qualify for post-secondary education. • Present and facilitate targeted professional development. • Has earned a Sheltered English Immersion (SEI) Teacher Endorsement and/or an English as a Second Language license. Application Process Prospective teachers and building-based candidates will participate in activities designed to help them demonstrate qualifications consistent with the characteristics noted above and which involve key members of the Claremont community. However, due to the limited time frame all candidates will reapply for their position in the following school year.Each candidate will: • Sit before a panel of students, parents/community members and teachers and answer questions that secure knowledge of the candidate’s educational philosophy to help us analyze whether that candidate’s teaching philosophy fits with the essential mission of the school. • Teach a demonstration lesson to a group of students with faculty, administrators and community partners observing; with a post observation discussion designed to elicit the candidate’s observations and reflections and provide feedback on the value of the lesson. This begins the philosophical understanding of teacher as reflective practitioner and researcher. • Be assessed by a faculty panel whose members will recommend their preferred candidate to the principal based on a tally of scores from the rounds of - Paperwork, panel interview and demonstration lesson • The top candidate would be submitted to the Principal for a final review, interview and selection process. • The principal will either accept the recommendation or veto it. If the principal vetoes the candidate, the faculty panel will reconvene to recommend another. • To excise staff, we will follow the due process as written in the collective bargaining agreement between the EAW and the WPS. TO APPLY: Any person interested in this position must submit a resume, cover letter, licensure information and answer all questions on-line at https://worcesterschools.org/about/employment-opportunities. The deadline date does not preclude further advertisement or recruitment.