Civitas Education Partners, (CEP) seeks to produce high-performing schools where elite scholarship and transformational experiences create thriving campuses, foster responsive leadership, and serve local and global communities. CEP is a school management organization that operates three campuses of Chicago International Charter School (CICS), CICS Ralph Ellison High School, CICS Northtown Academy High School, and CICS Wrightwood Elementary School. CEP aims to provide its teams and students with an exceptional experience rooted in high expectations for student achievement and civic responsibility.
Reports To: Principal/Instructional Coach/Lead Case Manager
Informed by the school’s mission, teachers will ensure that all students acquire the knowledge and skills required for academic progress and achievement, as defined by curricular and instructional objectives and overarching school goals. Teachers are responsible to reflect the mission and guiding principles of the school, uphold the rules and standards of the Student Code of Conduct, build positive and collaborative relationships with students, staff, parents, and other Civitas stakeholders with transparency and accountability that best ensures student academic and personal achievement.
Instructors will teach the appropriate content and skills by utilizing curriculum material adopted by the school, as well as appropriate supplemental and teacher-made materials; develop appropriate lesson plans that accommodate the range of learning styles and specialized needs of students in the classroom; create a learning environment that encourages positive social interaction, active engagement, and self-motivation; and, actively participate with colleagues in school improvement activities, curriculum development, teaming, student support meetings and collaboration.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are generally representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Implement research-based curriculum and instructional models.
-Facilitate a rigorous, research-based curriculum designed to promote student academic progress and achievement, in line with school and network initiatives.
-Plan, prepare and deliver standards-aligned lesson plans and instructional materials that facilitate active learning.
-Establishes clear and positive learning standards and expectations for all students by which to evaluate academic progress.
-Develop schemes of work, lesson plans and activities that are in accordance with established procedures.
-Use relevant technology to support and differentiate instruction.
-Encourage and monitor the progress of individual students and use information to adjust teaching strategies.
-Establish and communicate clear objectives for all learning activities.
-Use a variety of learning materials and resources for use in educational activities.
Assess student performance at frequent and regular intervals in order to benchmark progress on course standards and learning targets.
-Ensure the academic success of every scholar by using formative assessments to adjust learning plans and summative assessments to measure objective attainment.
-Provide opportunity for re-assessment to encourage skill mastery.
-Develops assessments that are in accordance with established procedures.
-Provide frequent, specific feedback on work that advances learning.
-Maintain accurate and complete records of students’ progress and development.
-Update all necessary records accurately and completely as required by laws, network policies and school protocols.
-Observe and evaluate students’ performance and development.
-Integrate student choice into assessment structure/product.
Build and maintain positive, productive, professional relationships with students, staff, parents, and other stakeholders.
-Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds.
-Instruct and monitor students in the use of learning materials and equipment.
-Manage student behavior in the classroom by establishing and enforcing expectations and procedures.
-Maintain discipline in accordance with the expectations, disciplinary models, and systems of the school.
-Demonstrate respect and regard for students, colleagues, and parents.
-Cultivate positive relationships and address the social and emotional needs of scholars using research-based methods as identified by school leaders.
-Encourage parent and community involvement; obtain information for parents when requested.
-Initiates appropriate conferences with parents, guardians, administrators, etc. in accordance with school procedures.
-Effectively, respectfully, and professionally communicates with parents or guardians and students on matters related to student’s academic progress, attendance, and conduct.
Demonstrate a dedication to collaboration, innovation, and flexible approaches to professional practice.
-Participate positively and productively in department, school, network, and parent meetings.
-Work collaboratively with teachers to implement UDL or differentiated instruction and assessment to promote student access to the curriculum, growth, and achievement.
-Actively participate in the development and implementation of new teaching techniques and approaches to assessment.
-Actively participate in discussions and programs to improve student performance, experience, attendance, conduct.
-Integrate students into curricular planning and assessment development.
-Collaborate with the school faculty and administration in the development and implementation of program instruction.
-Engage actively, positively, and productively in the instructional coaching process.
-Accept and apply coaching feedback.
Attend to and fulfill professional obligations as defined by the school and network.
-Engage in structured lesson planning that provides differentiated options for multiple skill levels that are objective based using the standards and curriculum identified by the school Instructional Leadership Team.
-Produce and share lesson plans in accordance with the procedures established by the school.
-Maintain a current, accurate gradebook in accordance with the procedures established by the school.
-Implement the grading protocols established by the school.
-Attend school and network professional learning and collaboration days to improve skills, give and receive feedback, and be open to coaching, mentoring, partnerships.
-Prepare required reports on students and activities.
-Communicate necessary information regularly to students, colleagues and parents regarding student progress, intervention outcomes, and student needs.
-Prepare classroom, physical or virtual, for class activities.
-Assign and grade class work, assignments, projects, and assessments in accordance with school and network protocols.
-Maintain accurate and daily attendance records.
-Be available for regularly scheduled office hours.
-Promptly return phone calls and answer emails within 24-48 weekday hours.
-Attend school events to better understand student interest and personalities outside of the regular classroom.
-Follow school and network policies and protocols.
-Build positive and respectful relationships with staff, students, families, and community partners.
-Other duties as assigned, within the framework of the collective bargaining agreement.
Reflect, support, and promote the mission and vision of the school as well as the principles of D.E.I.
-Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds and a willingness to advocate for them.
-Support the creation of inclusive, identity-affirming spaces for students.
-Implement professional practice and responsibilities, demonstrating cultural competence.
-Implement D.E.I principles in interactions with members of the school community.
Bachelor’s Degree (Required) in content area or aligned content area (Preferred)
Master’s Degree in content area or aligned content area (Preferred)
Illinois State Board of Education Professional Educators License (PEL) (Elementary level designation – Required)
LBS1 Endorsement (K-12 or K-8 – Required)
Bilingual Spanish/English (Preferred)
Experience writing and managing IEPs (Required)
Experience working with Impact or similar program for IEP management (Strongly Preferred)
Knowledge of Special Education law and protocols (Required)
Experience with planning and teaching elementary school students (Required)
Experience in urban school setting (Strongly Preferred)
A positive attitude about students with special needs and high expectations for what they can accomplish with the necessary supports (Required)
Knowledge and Experience:
-Substantial knowledge of subject matter consistent with state certification requirements, academic content, contemporary principles and practices of teaching, assessment, and classroom and behavior management techniques.
-Ability to modify instruction as necessary to meet student needs.
-Ability to work effectively and professionally with students, parents and/or guardians, staff members, and community representatives.
-Capacity to be flexible in approaches to instruction, assessment, and relationship building.
-Fundamental understanding of human development principles as applied to children and adolescents.
-Strong ability to apply contemporary principles and practices of teaching.
-Solid oral and written communication skills.
-Sound and professional judgment.
-Strong technical skills – ability to work with Google Suite, Microsoft Office Suite, and presentation platforms and equipment.
Salary and Benefits
Civitas Education Partners provides a highly competitive salary and benefits package. We are also committed to supporting professional growth and membership in local, state and national educational organizations.