Reports to the Principal

What Success Means In This Position

This is an exempt level 10 month position. Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis.

Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected. Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals and achieving the longest charter renewal available to Behrman. 

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

• New Teacher Induction
• Faculty and Grade-Level Meetings
• Job embedded Professional Development
•  Estimated60-90 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
•  Performs other duties that may be required.

Student Engagement (Are all students engaged in the work of the lesson from start to finish?)

• 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.
• 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.
•  Performs other duties that may be required.

Essential Content (Are all students working with content aligned to the appropriate standards for their subject grade?)

• Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments.
• The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.
•  All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.
•  All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or students IEP goals (ex. Lexile level and complexity of text).
•  Performs other duties that may be required.

Academic Ownership (Are all responsible for doing the thinking in this classroom?)

• 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.
• Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. 
• All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.
•  Performs other duties that may be required.

Demonstration of Learning (Do all students demonstrate that they are 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.
•  Performs other duties that may be required.

Qualifications

•  Bachelor Degree in Education or a related area of study
• 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