Description

Gestalt Community Schools is a system of K-­-12 college-­-preparatory charter schools in targeted Tennessee communities. GCS schools provide strong academic outcomes for their scholars through initiatives including meaningful community involvement. GCS catalyzes community leadership to help revitalize the neighborhood as it operates its schools in that community. Instead of debating whether education impacts the community or vice versa, GCS believes that the most effective method to support student achievement is an integration of education and community (a true "gestalt").

Gestalt Community School teachers design weekly lesson plans, develop standards-based assessments, analyze assessment data, and create intervention plans to meet our scholars' needs. In addition, GCS teachers integrate technology effectively in the classrooms and implement project-based learning. Responsibilities include:

• Adapt and execute a rigorous, standards-aligned curriculum
• Develop academically rigorous lessons, unit plans, rubrics, and assessments
• Use data to inform instructional decisions
• Provide students with daily feedback on performance and plan for individual learning needs
• Plans and evaluates daily lessons that are developmentally appropriate.
• Identifies the needs of a group of students and individual students and provides for continuous assessment of their ability and differentiated instruction to meet individual needs.
• Provides instruction, organization, and management in the classroom, which creates a respectful environment conducive to learning.
• Responsible for appropriate use of space, equipment, and material storage.
• Maintains professional competence through participation in school-provided in-service activities and/or self-selected professional growth activities related to job responsibilities.

Requirements

· • Holds a current TN Teaching license in Computer Science with appropriate endorsement codes (Required)

· • Have a bachelor’s degree or higher

· • Proven track record of academic success as evident in TVAAS, state assessments, and value ad data. (Preferred)

· • Hold the belief that all students can learn at high academic levels.

· • Uses digital content, technology integration, and project-based learning in a highly proficient manner.

· • Have the ability to work in an extended day environment.

· • Have the ability to teach in an inclusion environment with a co-teacher.

· • Good communication and written skills required.

· • A team player with strong interpersonal skills.