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6-8 Science Teacher; PE Instructor; Art Teacher; Music Teacher

 

School Name: CICS-Altgeld Gardens
Deadline: June 30, 2009
Brief Description: EdisonLearning is looking for teachers who are interested in sharing their passion for education in an environment where you'll be well trained and treated as an educated professional.
Contact Name: Kesha Davis
Phone: 773-429-8955
Email: edu.kdavis@gmail.com
Website: www.chicagointl.org


Full Description:

Music Teacher

EdisonLearning music teachers should demonstrate the qualities expected of the general academy teachers in the areas of curriculum, instruction, assessment, classroom management, professional responsibilities, professional relationships, family involvement, and school community. Here we provide a description of qualities that successful EdisonLearning music teachers embody.

Curriculum:

  • understand and implement general music theories and practices, including vocal and instrumental music, basic note reading, and basic composition possess ability to play the recorder and piano/keyboard
  • understand processes and history of traditional instruments across a wide range of cultures
  • develop cross-curricular units and intensives with house teachers and integrate music into the general curriculum
  • use technology and multimedia tools to enhance and enrich the curriculum
  • communicate knowledge of music history (American, European, and non-Western)

Instruction:

  • emphasize a process-based approach to music instruction
  • differentiate instruction to accommodate the needs of the student populations represented in each classroom, including ESL, special education, and gifted
  • establish, nurture and, manage student-directed classrooms in which students are working both independently and in groups, playing instruments, and using dance and movement to supplement and enhance the curriculum
  • develop and use rubrics for instruction as well as assessment
  • use technology tools for instruction, planning, and communication
  • eagerly learn new uses and applications of technology tools

Assessment:

  • invest considerable time and thought in writing individual, detailed Quarterly Learning Contracts about each student, documenting successes, progress, and goals
  • establish, involve, and assist students in the development, maintenance, and evaluation of portfolios
  • develop and use rubrics for evaluating student products and performances

Classroom Management:

  • create and manage a responsive learning environment that enables students to feel safe, to be creative, and to develop to their full potential

Professional Responsibilities:

  • write, implement, and evaluate their own professional development plans
  • solicit constructive feedback from lead teachers, curriculum coordinators, and others who are observing instruction
  • support the professional development plans of colleagues

Professional Relationships:

  • work with colleagues to plan, problem-solve and support one another on a daily basis
  • understand the EdisonLearning design of local governance and actively participate in house, academy, and school activities and committees
  • openly and eagerly share expertise at the house, academy, school, and project levels

Family Involvement:

  • develop family-school relationships that foster the academic and social development of the child
  • invite parent/guardians to be partners in their child's education
  • encourage parents to participate in the daily life of the school and reach out to families in their homes through home visits, telephone contacts, and

The Common School Community:

  • plan and organize school and community music events, such as concerts and musician-in-residence programs
  • create a sense of community and belonging for the students in their school
  • establish connections and relationships among their students and the larger community that support the academic and social development of the student and contribute to achievement of overall school goals

Organize And Direct The School Chorus:

  • organize, implement, and oversee instrumental lessons in grades 4 and above

Physical Fitness Teacher

EdisonLearning physical education teachers should demonstrate the qualities expected of the general academy teachers in the areas of curriculum, instruction, assessment, classroom management, professional responsibilities, professional relationships, family involvement, and school community. Here we provide a description of the qualities that successful EdisonLearning physical education teachers embody.

Curriculum:

  • emphasize movement skill, fitness and wellness, self-confidence, safety, substance abuse prevention, and social skills as outlined in EdisonLearning's standards and objectives
  • utilize regular opportunities to discuss health, medicine, sports, and fitness
  • design integrated health and fitness lessons and activities in cooperation with the house team

Instruction:

  • stress and practice basic safety procedures
  • utilize a variety of teaching styles including direct instruction, practice, self-check, guided discovery, cooperative-learning using heterogeneous teams, peer coaching, and self-teaching
  • maintain clear expectations for student behavior and achievement
  • promote a school climate of respect for oneself, for others, for physical fitness, and for achieving one's personal best
  • provide all students opportunities to be successful, including students with disabilities
  • serve as a role model for personal fitness and a healthy lifestyle

Assessment:

  • invest considerable time and thought in writing individual, detailed Quarterly Learning Contracts about each student, documenting successes, progress, and goals
  • administer and evaluate performance assessments toward required state and local objectives
  • develop and use rubrics for evaluating student performance establish, involve, and assist students in the development of their portfolios

Classroom Management:

  • create and manage an intentional and responsive learning environment that enables students to feel safe, to be creative, and to develop to their full potential

Professional Responsibilities:

  • write, implement, and evaluate their own professional development plans
  • solicit constructive feedback from lead teachers, curriculum coordinators, and others who are observing instruction
  • support the professional development plans of colleagues
  • stay current with physical fitness and health education news and research
  • attend one physical fitness and health education meeting per year

Professional Relationships:

  • work with colleagues to plan, problem-solve, and support one another on a daily basis openly and eagerly share expertise at the house, academy, school, and project levels
  • actively participate in house, academy, and school activities and committees

Family Involvement:

  • develop family-school relationships that foster the academic and social development of the child invite parent/guardians to be partners in their child's education
  • encourage parents to participate in the daily life of the school and reach out to families in their homes through home visits, and telephone contacts

The Common School Community:

  • create a sense of community and belonging for the students in their school
  • establish connections and relationships among their students and the larger community that support the academic and social development of the student and contribute to achievement of overall school goals

Visual Arts Teacher

EdisonLearning visual arts teachers should demonstrate the qualities expected of the general academy teachers in the areas of curriculum, instruction, assessment, classroom management, professional responsibilities, professional relationships, family involvement, and school community. Here we provide a description of qualities that successful EdisonLearning visual arts teachers embody.

Curriculum:

  • understand and can implement a discipline-based art education approach including studio production, art history, criticism, and aesthetic valuing
  • possess a basic understanding of drawing, painting, sculpting, and printmaking techniques and media
  • understand processes and history of traditional craft techniques of a wide range of cultures
  • develop cross-curricular units and intensives with house teachers and integrate the arts into the general curriculum
  • use technology and multimedia tools to enhance and enrich the curriculum

Instruction:

  • emphasize a process-based approach to visual arts instruction
  • differentiate instruction to accommodate the needs of the student populations represented in each classroom, including ESL, special education, and gifted
  • establish, nurture and, manage student-directed classrooms in which students are working both independently and in groups, conversing, and using materials
  • develop and use rubrics for instruction as well as assessment
  • use technology tools for instruction, planning, and communication
  • eagerly learn new uses and applications of technology tools

Assessment:

  • invest considerable time and thought in writing individual, detailed Quarterly Learning Contracts about each student, documenting successes, progress, and goals
  • establish, involve, and assist students in the development, maintenance, and evaluation of portfolios
  • develop and use rubrics for evaluating student products

Classroom Management:

  • create and manage a responsive learning environment that enables students to feel safe, to be creative, and to develop to their full potential

Professional Responsibilities:

  • write, implement, and evaluate their own professional development plans
  • solicit constructive feedback from lead teachers, curriculum coordinators, and others who are observing instruction
  • support the professional development plans of colleagues

Professional Relationships:

  • work with colleagues to plan, problem-solve, and support one another on a daily basis
  • understand the EdisonLearning design of local governance and actively participate in house, academy, and school activities and committees
  • openly and eagerly share expertise at the house, academy, school, and project levels

Family Involvement:

  • develop family-school relationships that foster the academic and social development of the child
  • invite parent/guardians to be partners in their child's education
  • encourage parents to participate in the daily life of the school and reach out to families in their homes through home visits and telephone contacts

The Common School Community:

  • plan and organize school and community visual arts events, such as student exhibits and artist-in-residence programs
  • create a sense of community and belonging for the students in their school
  • establish connections and relationships among their students and the larger community that support the academic and social development of the student and contribute to achievement of overall school goals

6-8 Science Teacher

The teacher will be responsible for communicating knowledge to students in an interesting, stimulating, and effective manner. He or she will use a variety of instructional methodologies and curriculum resources to present material to students. The teacher will work as a team member, sharing common planning, professional development, curriculum design, and teaching responsibilities. Teachers will administer different forms of student assessments, communicate with parents and other team members about student progress, and plan for further instruction. They will be reflective about their own practice and act as a coach for their team members when necessary. Teachers will work to integrate technology into their teaching and professional activities.

The teacher will:

  • implement school and district policies and procedures;
  • implement EdisonLearning school performance standards;
  • collaborate with house team on curriculum and student needs;
  • create and work toward ongoing communication with parents;
  • work on curriculum development, in addition to implementation;
  • integrate technology into instructional program and demonstrate professional use;
  • serve on at least one building-level committee;
  • act as a coach to other teachers on the team in areas of personal expertise;
  • and mentor a tutor or resident, as needed

 

Requirements:

  • BA, BS degree, preferably in a subject area (i.e., mathematics, chemistry, literature, history, etc.)
  • appropriate teacher certification / science endorsement
  • at least two years of classroom experience with a satisfactory rating
  • willingness to specialize in a subject area
  • positive recommendations from several individuals who know the candidate well
  • a coherent, high-quality essay written in response to a question

Additional EdisonLearning-Specific Qualifications: positive ratings by three partnership school interviewers during the selection process: the principal, the lead teacher on the team, and other teachers in the school. Interviewers will look for subject area knowledge, ability to work as a team, familiarity with different instructional approaches and philosophies of learning, interest or expertise in technology, enthusiasm for the EdisonLearning design, etc. successful demonstration of teaching techniques and classroom management skills (i.e., creative instructional strategies, articulate communication of information, positive interactions with students, and overall organization of learning environment), as seen during a classroom observation by a partnership principal

 

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