Critical features of this job are described below. They are subject to change at any time as duties, tasks and functions are assigned or re-assigned by the Head of School/Curriculum Coordinator.

The Hope Academy believes the dignity of each person is paramount. We recognize that our school’s future strength rests firmly on our commitment to recognize, respect and uphold the dignity of all our students, their families and our faculty and staff. To uphold this commitment, we expect all members of our school practice a willingness to recognize, respond to and teach about racism and other forms of injustice.

SUMMARY OF MAIN DUTIES:

Creates an intentional culturally responsive learning environment inclusive of students from all racial, ethnic, and socio-economic backgrounds, abilities and family structures. Encourages a sense of belonging and positive classroom community for students while developing skills for listening, speaking, reading, and writing to support effective communication. Fully engages students in discussion and other modalities of participation.Motivates learning by validating students as asset-based individuals. All teachers are expected to be aware of microaggressions and redirect to amplify affirmations.

ESSENTIAL FUNCTIONS:

• Knowledge of best instructional practices in literacy
• Knowledge of authentic and standard aassessment practices using strategies to mitigate stereotype threat in feedback, assessment, and grading
• Demonstrates concepts and strategies using models, talk, reflective writing, and other available resources including technology
• Evaluates literacy needs within various subject areas and collaborate with teachers and administrators to interpret, assessment data to improve instruction, and problem solve
• Leads faculty in the selection and use of a range of assessment tools as a means to make sound decisions about student literacy needs as related to curriculum and instruction

• Conducts regular meetings with classroom teachers to examine student work and monitor progress in order to support teacher reflection and action

• Provides job-embedded and other professional development sessions for teachers and others that support literacy knowledge and practice
• Co-teaches and plans with other teachers and identifies opportunities to provide for inclusive instruction

• Assist classroom teachers with analysis of formal and informal assessment data on their students to determine student response to instruction
• Provide, upon request, individual diagnostic testing

• Develops lesson plans and instructional materials that consistently contain diverse content throughout the academic year
• Develop Response to Intervention plans/goals with specific, measurable and attainable goals for each identified student
• Progress monitor all students’ goals with fidelity
• Maintain data records on each student’s progress in order to be used to write accurate evaluations and/or progress reports
• Knowledge and practice of methods for formatively assessing students across all content areas including running records, analytic writing rubrics, and conferring
• Provides opportunities for individual and small group instruction that is purposeful and flexible to meet the needs of students
• Demonstrates culturally informed behavior management and discipline practices with the ability to neutralize the pattern of inequitable discipline of children of color
• Uses positive guidance techniques such as redirection, modeling appropriate behavior and praise.
• Develops and maintains contact with families with an awareness and respect for each student and their families from all racial, ethnic, and socio-economic backgrounds, abilities and family structures
• Facilitates interactions among students that provide opportunities for emotional, social, and cognitive growth and an understanding of each child
• Collaborates with other educators and specialists in the planning, adaptation and teaching of the curriculum for students
• Supervises students in out-of-classroom activities during the school day
• Actively seeks and participates in ongoing professional development as offered by the school or independent study
• Assists in the evacuation of children and clients during fire drills and other emergencies
• Performs all other duties as directed by direct supervisor or school leadership team

QUALIFICATIONS:

SKILLS

• Acknowledge racism and privilege
• Study and teach representative history for students from all racial, ethnic, and socio-economic backgrounds, abilities and family structures in mind
• Talk about racism with students
• When you see racism or other types of inequities, you address it
• Ability to work as a member of a team by actively listening to another’s point of view, sharing and being able to respectfully disagree
• Organizational skills including developing effective classroom schedule for teaching, learning, assessing, etc.
• Culturally influenced effective communication skills
• Proficient technological skills for remote learning and day-to-day tasks such as but not limited to Zoom, Google Classroom, MS Word, etc.

EXPERIENCE, TRAINING AND EDUCATION

Bachelor’s Degree with valid Reading Specialist certification from RIDE or the ability to obtain

PROFESSIONAL AND LEGAL STANDARDS

• Models the school’s values of respect, compassion, integrity, inclusivity and excellence in all actions and communications
• Accesses all Hope Academy student records only, as needed
• Uses and discloses PHI only as authorized, as necessary to carry out job duties
• Completes and maintains privacy and security training
• Reports suspected violations, including those of a colleague
• Maintains professionalism in/outside of school

WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS

• Work environment and physical requirements consistent with those of a typical school environment
• Ability to move about the classroom and building continuously throughout the workday
• Utilize the computer (20%) of the time and other office equipment