Job: 10th/11th Math Teacher

Title 10th/11th Math Teacher
Categories Full Time, Irving Secondary
Job Information

 


Position: 10th/11th Math Teacher

Department: Faculty

Reports to: Principal

Location: Manara Leadership Academy

Hours: 7:15 am – 4:30 pm

FLSA Status: Exempt


Days Worked:    187


Summary

Provide students with appropriate educational activities and experiences focusing on leadership using Project-Based instruction. Manara place emphasis on developing the whole student (intellectual, emotional, physical and social growth) and providing the necessary skillsets to be a productive member of society.

Design Overview

Manara Leadership Academy uses the Expeditionary Learning model that emphasizes high achievement through active learning, character growth, and teamwork. The five Expeditionary Learning core practices—learning expeditions, active pedagogy, school culture and character, leadership and school improvement, and structures—work in concert and support one another to promote high achievement. Rigorous investigation of deep content, the creation of authentic products for an authentic audience, and effective instructional practices character growth and teamwork. What follows are brief descriptions of the core practices, and then the job responsibilities associated with each. Job requirements specific to each position are listed at the end of the document.

Learning Expeditions

In Expeditionary Learning schools learning expeditions are the primary way of organizing curriculum. Learning expeditions feature linked projects that require students to construct deep understandings and skills and to create products for real audiences.

Active Pedagogy

Teaching and learning are active and engaging in Expeditionary Learning classrooms. Effective instructional practices promote equity and high expectations: they make the content of expeditions come alive, ensure that all students think and participate, and allow the teacher to know all students and their thinking well. Knowledge of each student’s level of understanding and participation leads teachers to differentiate instruction.

Culture and Character

An Expeditionary Learning school culture is developed and sustained through practices that bring the community together, promote shared understandings, and encourage all community members to become crew, not passengers. Physical and emotional safety, respect and courtesy, and a disciplined environment characterize the climate in an Expeditionary Learning school. Classrooms are managed through the practices of the Discovery Program and measured using the Habits of Work. Teachers foster student character through challenging academic work, service, and the expectation that students are courteous, respectful, and compassionate. School leaders, teachers, and staff in Expeditionary Learning schools are members of a community of learners. Professionals work together to share expertise, improve the school’s program, build background knowledge in their disciplines, and model collaborative learning for students. Staff culture is characterized by a respectful collegiality where teachers resist judgment and blame, and support each other in improving practice.

Leadership and School Improvement

Leaders in Expeditionary Learning schools create a professional community that focuses on curriculum and instruction as the primary vehicles for improving student achievement and school culture. Teachers and school leaders in Expeditionary Learning schools collect data to understand student achievement, assess teaching practices, and make informed decisions about instruction.

Structures

In Expeditionary Learning schools the schedule and calendar serves instructional and curricular priorities. While each schedule is unique to a school and its constraints, there are key features that all Expeditionary Learning school schedules have in common: lengthened periods of class time, opportunities for integration of the disciplines, and common professional development time for teachers. The schedule accommodates project work, fieldwork, service learning, and flexible groupings of students. Time is scheduled during the school year and summer for whole-school professional development and collaboration across grade levels and subject areas. The calendar allows adequate time for orientation, intensives and related travel opportunities.

TEACHER RESPONSIBILITIES

  • Establish a culture of high expectations that includes college preparation for all students
  • Develop and implement curriculum and instructional practices consistent with Manara Academy’s guidelines and TEA Content Standards
  • Actively engage all students in their own learning through organization, instructional practices, culturally competent modeling, and community-building
  • Know each student and his or her family well; create productive and positive relationships
  • Assess students’ learning regularly in accordance, examine student data, and refine instructional and classroom practices to differentiate instruction as needed
  • Provide students and their families with regular and timely information on classroom activities and student progress; find ways to involve families/parents/guardians in their students’ education
  • Actively participate in professional development, working with lead teachers, grade level teams, Director of Education, Principals, Student Support Personnel and and Expeditionary Learning Schools staff
  • Collaborate with other Manara Academy’s teachers to improve own and others’ instructional practices; share best practices
  • Track critical student information and maintain accurate student records, including attendance
  • Identify unique student needs and collaborate with other team members and outside service providers to diagnose and address learning challenges
  • Demonstrate commitment to Manara Academy’s mission, vision, value statements, core practices and benchmarks, policies and procedures, operating instructions, confidentiality standards, and code of conduct
  • Supports and follows directives of campus principal

 

QUALIFICATIONS

Candidates must:

  • Meet “Highly Qualified” criteria per NCLB
  • Maintain an unyielding commitment to students’ learning: No limits, no excuses
  • Boast an unfailing sense of humor
  • Love deep content
  • Be determine to reflect and improve instructional practice
  • Appreciate child developmental needs and different learning styles
  • Thrive in a diverse, intellectually challenging, startup environment

Ideal candidates will:

  • Have successful experience working in nontraditional school environments
  • Demonstrates facility developing project-based curriculum
  • Hold an advanced degree in Education or specialty field (reading, special education, math, curriculum development, science, etc.)
  • Teacher Certification (Math 8-12)

 

COMPENSATION AND DEVELOPMENT

  • Competitive Salary
  • Medical Benefits
  • TRS Benefits
  • Performance Bonuses
  • Weekly Professional Development
  • Annual evaluations of teaching performance are performed by Manara Academy’s Director of Education and Principal of the school.

 

This job description has been reviewed with me and I fully understand the requirements. I am able to perform the essential functions of this job.

Employee’s Signature:                                                                              Date: _________________

Supervisor/Witness:                                                                              Date: _________________

 

Manara Academy provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Manara Academy complies with applicable state and local laws governing nondiscrimination in employment.

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