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Progam-Based Learning Teacher
Perspectives Calumet High School of Technology has an
immediate opening for a Project-based Learning Teacher for their business/technology course and for their 9th/10th grade English course.
Consider joining Perspectives' energetic and talented team as they enter their 2nd year as a new high school on Chicago's south side, expanding from grades 9 &10 to grades 9, 10, & 11, and from 210 to 350 students. Over the next two years they will complete their expansion to serve approximately 500 students across grades 9-12.
Planning and Implementing Rigorous Learning Experiences At Perspectives Charter Schools Calumet High School of Technology (CalTech), teachers pursue their passions in integrating content across academic disciplines. Together, teachers will design student assignments and products in order for students to display competence in Perspectives school-wide success areas. Teachers will develop proficiency rubrics and assist students to develop Digital Portfolios showing significant improvement over time. All assessment will be descriptive and narrative based and will lead to all members of the school community—teachers and students alike--expecting, producing and presenting high quality work.
Practicing Active Pedagogy At CalTech, creativity is a must. The construction of authentic learning experiences may not even include textbooks. They expect each teacher to create frameworks for these experiences, which are effectively sequenced and well paced; instruction is to be differentiated to include and motivate students of diverse ability levels and interests; reading and writing are to be taught across the curriculum; specific subject matter is to be taught in and through the arts and technology. Lesson plans in math, science, and social studies are to be inquiry-based and compelling. All teachers are expected to use a wide variety of effective and formative assessment practices suited to the project at hand, involving students in their own assessment leading to next steps.
Supporting Structures that Serve Teaching & Learning At CalTech, the calendar and schedule of the school is created in service of curriculum and instruction. Annual review and schoolwide strategic plans are structures to ensure our implementation as a successful high school. Within the school year, time is set aside for focused blocks of extended class time, integration of content, field studies, shared teacher self-reflection, service work, and common planning time for teams of teachers. Extensive professional development, both during the school year and the summer, is viewed as crucial for supporting teacher development.
Investing Oneself in Schoolwide Quality, there’s a lot more to being a teacher at CalTech than just teaching classes. Teachers provide support outside of the traditional classroom by acting as an Advisor for up to 14 students and providing extra help in the form of tutorials for students. Teachers support the connection from school to home by facilitating student-led conferences, participating in periodic parent/community events on evenings and weekends, and building relationships with families by keeping them informed of expectations and events, concerning student behavior, and when students significantly exceed or fall below academic and behavioral standards. Teachers foster student growth by writing commentaries for each grading period, guiding the development of student portfolios and mentorships and providing letters of reference when needed. Teachers also take part in the larger life of the school by supervising a fair share of school activities that take place during non-traditional school hours and actively engaging as a leader in relevant school meetings. As a part of the school team, they assist in interviewing teachers, students and staff, regularly report progress and developments to the principal, and fulfill other school functions as requested by school leadership.
Required Characteristics and Skills as a Professional
• Passion and skills to create a school that stands apart from other public high schools: a learning environment that is highly motivating, supportive, adventurous and rigorous • A commitment to high expectations for self, students and staff team • Ready and able to work creatively with faculty team to meet the academic and personal needs of high school teens • Desire to integrate multiple subject areas into your own content area • Ability and interest in constructivist, investigation-based learning • Enthusiastic to design and teach a challenging project-based curriculum • Comfortable practicing differentiated instruction in the classroom, teaching grades 9,10 and/or 11 with widely differing ability levels among the student body. • Willing to use the city and region as your classroom • A hunger to deepen and expand one’s knowledge of chosen content area; a strong desire to deepen the understanding and mastery of one’s own practice • A high regard for student potential and an ability to provide many opportunities for them to develop and assume larger roles • A commitment to frequent communication with families & community Required Characteristics and Skills as a Person • A commitment to high moral, ethical, and legal standards and values • Willing to be bold and creative in pursuit of what is best for kids • Actively seeks coherence between one’s values and practice • An expectation to learn from conflict and an ability to resolve conflict well • An expectation and desire to interact deeply with team in and out of school • Actively listens to others in order to understand • Reflective: knowledgeable of personal strengths & shortcomings; able to adapt & improve in changing situations • Willing to examine one's own assumptions and beliefs • A ready willingness to examine and alter less successful practices • Passionate in pursuit of quality • Interested in having life-changing relationships with students that are empathetic, supportive, challenging and meaningful
Desired Qualifications
Applicants must demonstrate, both in their applications and interview sessions, commitment to Perspectives’ A Disciplined Life philosophy and the necessary experience to fill the variety of roles required of teachers in small schools. The responsibilities listed below represent our expectations for teachers in every discipline. • Experience in project-based teaching and learning at the high school level • Multiple subject endorsements as a high school teacher • Up-to-date knowledge of educational technology and applications • Embrace and promote the Perspectives vision, mission, educational approach, and goals • Provide expert knowledge of subject area and related academic and research skills • Integrate cooperative group work, project-based learning, and literacy-building activities into all lesson and unit plans • Include technology, including use of the Internet and appropriate tools and software, into classroom activities • Assess student effort and progress through varied methods, including common assessments, performance-based assessment, portfolio demonstration, and PSAE-style assessments • Incorporate and address the educational needs of all students in an inclusive, non-tracked learning environment that includes special education students • Employ outstanding classroom management skills • Serve as a faculty advisor to a small group of students within the Advisory Program • Participate in staff meetings, overnight retreats, and staff development institutes (contractually compensated) • Collaborate with colleagues to develop interdisciplinary lessons, unit plans, and yearlong curriculum maps using the Understanding by Design (backwards design) framework • Collaborate with staff to develop “best practices” tailored to the unique philosophy and instructional approach of Perspectives Charter Schools and to the needs of our student population • Some experience teaching/facilitating a web-based course is preferred.
Perspectives Calumet High School of Technology has openings in the 2008- 2009 school year for the following courses: ·Algebra I and II ·Geometry ·Spanish I and II ·History I, II, and III ·English I and II ·Reading ·Chemistry ·Digital Media ·Special Education
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