Big Picture Learning is always seeking high-energy, visionary, and dynamic educators to work within our network of schools. We are looking for people who believe that all students are capable of high academic achievement regardless of socioeconomic status, are open to challenging themselves in an innovative learning environment, and who value Big Picture Learning's 'one kid at a time' design.
Posted: April 3, 2014
You can email your application to email@example.com or mail your packet to:
MetWest High School
Attn: Hiring Committee
1100 Third Avenue
Oakland, CA 94606
Teacher / Advisor Position Available for 2013-14, Oakland, California
METWEST HIGH SCHOOL OVERVIEW
MetWest High School is a small Oakland public high school currently serving one hundred sixty students. In conjunction with their advisors, each student studies core academic skills with a cohort of twenty peers, and also designs individualized learning experiences focused on their interests, passions and goals. The core of each student’s learning plan is an internship that gives students a deep sense of how their interests play out in the adult world, and provides an authentic environment and audience for their work. Our curriculum is designed to teach students the academic skills and habits they need to successfully complete rigorous, complex, real world project work. The work is grounded in a theoretical framework that enables our students to analyze history, literature, and the world around them in terms of institutional, interpersonal, and internalized oppression and institutional, community, and personal libratory action.
MetWest High School is a partnership between the Oakland Unified School District and the Big Picture Learning network based in Providence, RI. For more information on Big Picture Learning, go to: www.bigpicture.org. Our own website can be found at www.metwest.org.
College-Prep through ‘Real World’ Learning: While MetWest is focused in part on students pursuing their passions in the workplace, it is not a vocational school. Rather than training students to follow a particular career path, the internship structure is designed to foster students’ intellectual development through first-hand experience, and to develop habits of initiative-taking in their education. Our students spend two days a week working with a mentor at an internship of their choosing, learning professional expectations, communicating effectively with adults from different backgrounds, and producing real world work. In addition to their integrated coursework at MetWest and their individualized, internship-based projects, many of our students take courses at Laney College. We expect all of our students to continue their education after high school, and internships, projects, and community college experiences are important opportunities for them to envision possible paths for their lives after MetWest.
Our educational philosophyWe learn best in the context of being known well. Real relationships between adults and young people are crucial to their academic development. To this end, each Advisor works with a core group of 20 students for 2 years, and maintains regular contact with their families.
We learn best when we are pursuing our own passions and interests. We design and teach curriculum that is related to students’ experience and that helps them understand the world they are living in. Whether that means investigating the different environmental impacts local freeways have on surrounding neighborhoods, or analyzing Oedipus to make sense of human motivation, we work to connect curricula to students’ lives and experience.
We learn most deeply when we connect “mind” work and “hand” work. High schools in this country have traditionally separated mind learning and hand learning, yet we know that in order to learn things deeply, we need to study and try them out. Our students take this powerful opportunity when they study health and the causes of premature birth while interning at Highland Hospital, or when they study Government while interning with a member of City Council.
We work harder when our work has real meaning and value to others. Two days a week, students are doing real world work that supports their internship site. At the end of each quarter, our students demonstrate their learning through formal public exhibitions. They answer questions and receive feedback from a panel of peers, teachers, parents, mentors, and community members.
Your Weekly ScheduleAs an Advisor, you will teach Advisory class to your 20 students every morning. Unlike “advisory” in most schools’, Advisory at MetWest is an integrated academic class with a humanities focus where students typically earn English, History, and Internship credit. Academic units are designed to teach our school-wide learning objectives and the habits of work required for academic and professional success, as well as community building activities. Our approach to high quality lesson planning includes the expectation that every class is oriented towards clearly defined, explicitly stated learning targets and builds in methods to regularly assess mastery. Most units taught in advisory are focused on literacy, research and critical thinking skills. At times Advisors will teach skills from other academic fields. We welcome candidates with any single subject teaching credential to apply.
After the Academic Advisory Class, the rest of MWF are spent teaching small groups or coaching students individually. You are a teacher, a project manager, an academic counselor and an emotional and social support person for your advisees. You will conduct regular meetings and phone conferences with your students’ family members regarding their progress. You will coordinate academic and internship opportunities for students inside and outside of school for the school year and the summer. This means advising their selection of classes in order to ensure graduation and college requirements are met, teaching them to engage with the community college system, and working with them to network throughout the bay area for workplace and academic opportunities.
Most of Tuesday and Thursday are spent visiting students’ internship sites all over the Bay Area, meeting with them and their mentors to plan, troubleshoot, reflect on and evaluate project work and internship work. You will coach students through the search process, from creating professional resumes, to making phone inquiries, to conducting informational interviews. You will develop, support, and monitor in-depth, multi-disciplinary projects with students and internship mentors.
Supportive professional communityThe staff of MetWest work together 5 ½ hours weekly to create curriculum, reflect on our teaching and our students’ learning, evaluate our results, and plan for school-wide improvement. We plan and implement multi-disciplinary curriculum in teams. We build capacity as we share best practices and teaching dilemmas in a creative, collaborative, supportive environment.
Summer work prepares us for an excellent school year, through home visits to students, student orientations, and 13 days of professional development which includes integration of new staff into our professional learning community, collaborative curriculum planning time, and whole-school focus work (based on our year-long school wide focus). The entire community takes an overnight retreat during the first week of school.
There are many opportunities to take leadership. Our school has been built by a staff of leaders who come with a desire to innovate. Together, we take responsibility for the continued improvement of our school program.
How do I apply?Please send the following to the MetWest Hiring Committee. We’re currently reviewing candidates. Candidates must possess a current California Single Subject (High School) teaching credential.
1) A resume with references
2) Two letters of recommendation (one from a recent supervisor and one from a student or student’s parent)
3) A cover letter that describes:
a) Why you would be a good fit at MetWest
b) How you have supported improved student achievement for African American and Latino students
c) Ways you have participated in a professional learning community
d) Your beliefs about the role of education in social change
Posted: July 10, 2014
Please send resumes to the Hiring Committee @ firstname.lastname@example.org
Math/Science Teacher - Fannie Lou Hamer Freedom High School, Bronx, New York
Fannie Lou Hamer Freedom High School is looking for a Math/Science teacher for in a 9th/10th grade interdisciplinary class. Teacher teams build project-based curriculum. Block programming ensures that teachers know their students well. As a member of the NY Performance Standards Consortium, we use performance assessment and portfolios; advisory is a key part of our work with students. School partners with the Children's Aid Society in a community school model. The fundamental aim of Fannie Lou Hamer Freedom High School is to teach students to use their minds well and prepare them to live productive, socially useful, and personally satisfying lives. The school’s academic program stresses intellectual development and political and social involvement in our society. Students and teachers work together to create a community of caring and concerned citizens committed to meaningful work. Students develop critical thinking, research and analytical skills in preparation for college and careers and technology is used to maximize individualization, independence, and depth of learning. College classes, internships and digital courses give our students a broad range of learning opportunities. At the Children’s Aid Society Student Success Center (SSC), students work with a team of full-time college and career counselors to explore paths towards post-secondary goals.
Posted: June 3, 2014
Eagle Rock School & Professional Development Center: Math Teacher, Estes Park, Colorado
Do you believe in an educational process that supports diverse high school students in finding and nurturing their gifts and passions, rather than teaching to standardized tests and curricula? Would you like to create ways to unlock student passion for math? Do you believe problem solving and numeracy can be taught in cross-curricular experiences that are meaningful to teens? Does a boarding school that bases its disciplinary approach on relationships and respect resonate with you?
At ERS & PDC, our teachers work together to develop empowering active learning opportunities for our students. We care about each other’s success, our student’s experience, and work hard to constantly innovate. We are committed to our students and through that experience, contributing to progressive secondary school reform efforts across the country. If you haven’t had a chance yet, check out our website (www.eaglerockschool.org) to get a better feel for the School and Professional Development Center. We’ll be honest; ERS & PDC isn’t for everybody. If you believe students need to be “taught lessons,” you think instructors should follow a set of standard curriculum documents, or that learning should only occur during the traditional school day, this school is not for you. If you are looking for a job rather than a lifestyle, you won’t fit here. But if you’ve got boundless energy, an inherent trust in the ability of students, a passion for individual expression through reading and writing, a deep desire to work on both school wide initiatives and with individual students, and you have ambitions to impact secondary education nationally, we want to hear from you.
POSITION TITLE: Math Instructional Specialist (IS)
REPORTS TO: Director of Curriculum
LOCATION: Eagle Rock School & Professional Development Center, 2750 Notaiah Rd, Estes Park, CO. 80517.
JOB OBJECTIVE: The Math Instructional Specialist serves as part of Eagle Rock’s instructional team. In general, the position is involved in creating and delivering innovative curriculum, leading an instructional focus on engaging students in problem solving, numeracy, mathematical inquiry, and creating empowering and creative opportunities for students to explore and learn more about themselves as learners in and out of the classroom.
QUALIFICATIONS: BS in Mathematics or related Degree(s); masters preferred, teaching experience in a wide variety of course designs and program models; extensive experience working with adolescents; strong organizational and leadership skills; desire and ability to reform educational practices. Ability to work collaboratively both inside and outside the classroom. Experience working with diverse populations including a mix of LGBTQIA students; students from low income backgrounds; and students from diverse racial, ethnic, and cultural backgrounds— all of whom have not found success in traditional educational settings.
The successful candidate for this position will possess the following attributes: a deep love of work with high school students; demonstrated success in collaborative work with colleagues; adept interpersonal skills; a sense of humor; visionary thinking; a commitment to lifelong learning; seasoned judgment; and an appreciation for the fact that working at a residential school is more of a calling than a job.
Specific to their instructional area, the successful candidate for this position will possess the following attributes: experience teaching high school math with a wide variety of course designs and program models; willingness and creativity to rethink how traditional mathematics is taught; interest and experience engaging reluctant math learners in ways that help them identify as mathematicians; desire to advocate for students, advocate for math, and create ways for the two to interact; experience networking and building community relationships in order to create authentic learning opportunities for students; experience in CES/Big Picture/Expeditionary Learning or similar progressive schools; experience with interdisciplinary curriculum design, experiential education, project-based learning, mixed-ability classrooms, and Understanding by Design process helpful.
*** Please refer to these 3 areas to respond to the application prompt: Please submit a brief skills self-assessment that indicates results produced in each of the four major areas of responsibility listed below:
Curriculum Responsibilities & Math Department:
Develop, implement, and oversee the math curriculum. Includes opportunity to expand current program; develop curriculum relevant to our diverse student body; co-teach interdisciplinary classes;
Create and deliver innovative curriculum experiences for students that integrate with various content areas and remain committed to our instructional values. Work with department instructors to develop annual plan for course offerings.
Create and implement programmatic ways to engage students in curriculum opportunities outside of class time (ie. community problem solving fun, independent studies, numeracy in various settings)
Collaborate with other instructors to create and implement a vision around empowering opportunities for students to engage in math and numeracy opportunities across the curriculum
Participate in and contribute to internal and external professional development about teaching and learning
Supervise student chores in campus buildings; manage department resources
Develop and maintain department budget
Mentor/supervise a Public Allies teaching fellow each year
Support adolescents as they are confronted with a variety of issues related to their personal and academic growth
Create opportunities for students to participate in evening activities that excite and empower them, to increase their engagement in the community and find new ways to be learning new things
Participate in internal professional development to better support students
School Wide Involvement
Be open to working as a residential house parent for student housing.
Participate as an active member of one of the residential house teams including acting as an advisor.
Perform other duties related to being an active community member at ERS including advisories, evening and weekend duty, community meetings, service projects, house team participation, playing school intramural sports, driving, and other events.
Contribute to the school’s mission to impact education nationally by contributing to work done with our Professional Development Center team
Share your unique skills with the school (e.g., sports, spiritual practices, poetry, yoga, hiking, magic tricks, etc…).
Be an active member of the ERS community beyond this job description.
Competitive salary and benefits package
Interested applicants should submit a brief cover letter, a resume, a brief skills self-assessment that indicates results produced in each of the three major areas of responsibility listed below, and 3 professional references (phone number and email address) to email@example.com
. Clarifying questions can be sent to firstname.lastname@example.org . No phone calls please. We ONLY accept electronic submissions. NO paper or fax materials will be considered.
Eagle Rock School does not discriminate on the basis of gender, race, ethnicity, religion, sexual orientation, or disability. Eagle Rock School proactively seeks a diverse workplace and therefore members of racial/ethnic minorities and other protected classes are encouraged to apply.
We are committed to finding the right person. Rolling deadline for applications. Applications will be considered as they are received.
Posted: July 10, 2014
You may contact the principal, Nicole Nicodemus via email at email@example.com for more information or to submit a resume: 700 Wilshire Blvd, suite 400, Los Angeles, CA 90017, 213.785.5096
Advisor/English Teacher - Los Angeles Big Picture High School, Los Angeles, California
Los Angeles Big Picture HS is a small, public, project-based, college preparatory high school in Downtown Los Angeles. As a Big Picture high school (www.bigpicture.org), we customize the learning experience for students to a significant extent. We emphasize Learning in the Real World, as in beyond the walls of the school itself. Students' interests, passions, obsessions, etc. are integrated into all aspects of the learning process and used to ignite exploration and advancement across all content areas. Students are strongly encouraged to involve themselves in the Real World via internships, volunteerships, service learning, informational interviews, college courses, and other activities.
We "bank" a significant amount of instructional time for students to work individually and in small groups on projects and initiatives that integrate multiple content area standards and concepts. Your experience as an English Specialist will be unique at this school. While "traditional" English skills need to be developed, the English specialist will also have the opportunity to facilitate students individually learning through internships, service learning, and independent projects.
Do you enjoy new experiences, new settings, and new types of knowledge? The model we run provides endless opportunities to learn new things, to meet dynamic and committed professionals in other fields and to integrate their input into your practice and your students' work. If this sounds intriguing, please visit www.bigpicturela.org to learn more about Los Angeles Big Picture High School.
You may contact the principal, Nicole Nicodemus via email at firstname.lastname@example.org for more information or to submit a resume: 700 Wilshire Blvd, suite 400, Los Angeles, CA 90017, 213.785.5096
Posted: June 25, 2014
Middle School Advisor – PS 89 Big Picture Program, Bronx, NY, Bronx, New York
PS89 is a dynamic, multi-cultural elementary middle school in the North East section of the Bronx. The Big Picture Program within PS 89 will serve approximately 120 students in grades 4-8. The program is entering its second year, with a focus on knowing every student, helping them to know(appreciate) their individuality, having students take ownership of their own learning, integrating project-based learning and incorporating real world experiences that the students will apply into their daily lives. This small, personalized, innovative program is advisor-developed, through a rich process of collaborative, coached professional development. PS 89’s Big Picture program is a growing lab program within a richly diverse school community.
Start Date: 2014/2015 Academic Year
Employment Status: Full time, permanent
• Develop and facilitate daily Advisory activities with a co-teacher
- Lead real world learning exposure and research projects
- Conduct student-centered project-based learning units
- Math instruction for 8th grade cohort
Required Skills and Experience:
• Appropriate NY State Teaching Certificate(s)- Middle Childhood Mathematics
• Basic knowledge of all teaching subjects and a specialty in a specific area
• Basic knowledge of pedagogical theories, perspectives and developments within education
• Basic classroom management skills
• Oral and verbal communication skills
Desired Skills and Experience:
Bachelors Degree, Masters Degree preferred
Excellent problem-solving skills
Organizational skills, multi-tasking abilities
Ability to demonstrate competency in other content areas beyond certification content, particularly in Math, Science and Literacy.
Resiliency, ability to improvise and work through uncertainties
A sense of humor
How to apply
Please send your cover letter, resume and a copy of certification to: Jared Kreiner at email@example.com
Posted: July 29, 2014
Biology Teacher, Newark, New Jersey
NEWARK PUBLIC SCHOOLS
HUMAN RESOURCE SERVICES , 2 CEDAR STREET, NEWARK, NEW JERSEY 07102
CAMI ANDERSON, STATE DISTRICT SUPERINTENDENT
(Pending availability of funds and Superintendent’s approval)
The State District Superintendent invites qualified and interested persons to apply for the position of Biology Teachers,
QUALIFICATIONS AND REQUIREMENTS
1. Bachelor's Degree from an accredited college or university.
2. New Jersey Department of Education Teacher of Biology Standard Certificate or Certificate of Eligibility (COE) or Certificate of Eligibility with Advance Standing (COEAS).
3. Persons with mental or physical disabilities are eligible as long as they can perform the essential functions of the job after reasonable accommodation is made for their known limitations. If the accommodation cannot be made because it would cause the employer undue hardship, such persons may not be eligible.
4. Ability to read, write, speak, understand, and communicate in English sufficiently to perform the duties of this position. American Sign Language or Braille may also be considered as acceptable forms of communication.
BASIC FUNCTIONS AND RESPONSIBILITIES
1. Plans a program of study that meets the individual needs, interests and abilities of students.
2. Evaluates student progress on a regular basis and prepares progress reports.
3. Instructs pupils in citizenship, basic communications skills and other general elements of the course of study common to all teachers, as specified in state law and administrative regulations and procedures of the district.
4. Provides individual, small, and/or large group instruction, whenever appropriate, in order to adapt the curriculum to the needs of pupils with varying intellectual and special abilities.
5. Instructs pupils in proper care and use of textbooks, equipment and materials.
6. Establishes and maintains standards of pupil behavior needed to provide and orderly and productive environment.
7. Selects and requisitions books, instructional materials, equipment, aids, and maintains required inventory records.
8. Develops instructional plans and organizes class time to provide a balanced program of instruction
9. Develops and maintains professional competence through participation in in-service education activities provided by the district and in self-selected professional growth activities.
10. Supervises out-of classroom activities for pupils during the assigned working day, as required.
11. Plans and coordinates the work of aides, teacher assistants, and other paraprofessionals.
12. Identifies pupil’s needs and cooperated with other professional staff members in assessing and helping pupils solve health, attitude, and learning problems.
13. Communicates with parents and pupil personnel staff members on the individual pupil’s progress and development.
14. Maintains basic attendance accounting and business service as required.
15. Develops and participates in the sponsorship of student activities and faculty committees.
16. Acts as a resource person on an interdepartmental level to relate appropriate aspects of his/her subject area to other subject areas.
17. Works to establish and maintain open lines on communication with students and their parents concerning the academic and behavioral progress of all assigned students.
REPORTS TO: PRINCIPAL
SALARY AND EMPLOYMENT PERIOD
1. *Salary Range: Bachelor’s degree:
Master’s degree + 30 credits:
2. Employment Period: Ten (10) Months
3. Union Affiliation: Newark Teacher’s Union (NTU)
*Salary subject to change pending NTU contract negotiations.
HOW TO APPLY
Newark Public Schools is only accepting electronic applications.
If you are a current Newark Public Schools employee with access to the Employee Self Service (PeopleSoft) web site, you must apply via the Employee Self Service online process. While logged into Employee Self Service, please make sure all of your contact information and credentials are current in the system. Use: http://npsbusinessportal.nps.k12.nj.us:7000/psp/PPRD/EMPLOYEE/EMPL/h/?tab=PAPP_GUEST.
If you are not currently employed by Newark Public Schools, please apply online at www.nps.k12.nj.us. If you do not have access to a computer, we welcome you to visit the Newark Public Schools Employment Kiosks located at 2 Cedar Street, on the 8th floor Human Resource Services reception area between the hours of 9 am and 5pm Monday through Friday. Help will be available.
THE NEWARK PUBLIC SCHOOLS IS AN EQUAL OPPORTUNITY/ AFFIRMATIVE ACTION EMPLOYER
Posted: August 1, 2014
LCE Math Instructor , Leominster, Massachusetts
The Leominster Center for Excellence (LCE) is a small, public, innovation high school in Leominster Massachusetts. LCE is transitioning into a Big Picture Learning School (bigpicture.org) which is based on an individual learning experience for students. Big Picture Learning emphasizes real world learning through internships. Student’s interests and passions become an integral part of their learning process. Your experience as a Math Specialist will be unique at this school. While you will use traditional math skills, your focus will also be on helping students on a one to one basis to develop their quantitative reasoning skills across the curriculum.
- Create and deliver innovative curriculum engaging students in mathematics and empowering them with opportunities to learn in and out of the classroom
- Willingness to rethink how traditional mathematics is taught in order to reach a diverse set of learners
- Collaborate with advisors to create and implement unique math opportunities for students across the curriculum
- Assist in networking and building community relationships in order to create authentic learning opportunities
- Knowledge of or willingness to learn about interdisciplinary curriculum design, experiential education, and project-based learning
Posted: August 19, 2014
Science Teacher - Met Sacramento, Sacramento, California
The Met Sacramento High School is a small charter school that is part of the Sacramento City Unified School District and part of the Big Picture Learning network. Curriculum is built around internships, project-based learning, and workshops in core areas, such as English, Math, Science, and History. The mission of Big Picture Learning schools is "the education of a nation, one student at a time."
Teachers at our school are called advisors. While advisors teach 3 classes per day in their subject area, they have an equally important role as a leader for their advisory. The advisory is a group of 25 students that follow that advisor for all 4 years. Advisors help their students manage internships, projects, 30 minute presentations called exhibitions that happen 4 times per year, college applications, and much more.
Teachers at the Met Sacramento should be excited to work closely with families, to work on the academic and non-academic qualities of students, and be flexible and open to project-based learning and other non-textbook based curriculum.
Posted: February 3, 2014
Multiple Positions - Bronx Compass High School, Bronx, New York
The Bronx Compass High School is adding to our All-Star team of creative and innovative educators who love working with young people, and who are courageous risk-takers in the classroom.
The Bronx Compass High School is a small, new school that opened in September 2012. Together, we've designed a new type of high school experience that requires the most creative and forward thinking educators. (We are the only high school in NYC to be selected as an iZone360 school even before opening.) It is our unique vision of personalized teaching and learning that sets us apart. Bronx Compass is an incredible place for young people to design their own futures, and will continue to serve as a model for the next generation of New York City public schools.
We believe students learn best when they are engaged in rich and connected learning experiences that allow them space to think, to create, and to share. Therefore, our courses are linked thematically, supported with longer blocks, and arranged by semester. We also support experiential learning and believe students should leave the school building often for fieldwork, community service, and internships. We also have a 1:1 student to laptop ratio and house a recording studio, game design lab/ STEAM lab, and an art studio.
We have recruited students that are interested in the following themes: Media Art, Music Production, Video Game Design & Software Engineering. To support the exploration of these topics, all Explorers students (9th and 10th grade students) will take one Humanities semester and one STEAM semester each year. All courses are infused with technology and elements of personalization.
For a complete overview of the school and brief interests survey go to: https://docs.google.com/a/bigpicturelearning.org/forms/d/1Z9duqmmR_umpDh8BgKgXVzeh45mybsc-GSQ4NSis3Lc/viewform?sid=197aea2862a0857f&token=xTm9Oj0BAAA.JGMJNCEKY3eqtrQFWPGCMw.bdV3nxg2vK0KofHWzcwiSQ
Posted: June 3, 2014
Maricopa County Accommodation Schools: Instructional Leader ,
• Master’s Degree from an accredited institution, preferably with completion of the equivalent of one year of graduate work beyond the Master’s degree. Course work must include administration, supervision and elementary and/or secondary school curriculum.
• Valid Principal certification in the state of Arizona.
• Minimum of five years of experience in education, at least three of which shall be in the classroom.
• Demonstrates leadership and ability to work effectively with groups and individuals.
• Demonstrates skills in organizing ideas and presenting them with clarity and conciseness. Practical and effective approaches to problem-solving; ability to make sound decisions and withstand pressures.
• Excellent written and oral communication and presentation skills.
• Demonstrate knowledge in curriculum, instruction and assessments.
• Skilled at working with others in a professional learning environment, including mentoring and coaching teachers and modeling effective teaching practices.
• Previous coaching and mentoring experience preferred.
• Experience in the development of and delivery of staff development.
• Such alternatives to the above as the Governing Board may deem appropriate and acceptable.
Responsibilities include promoting the improvement of learning opportunities through the provision of instructional leadership. This includes the planning, organizing, directing and staffing, as well as all activities and operations of the school. The Instructional Leader is expected to introduce and support teachers with methods, instructional strategies and materials that, through research, have proven to increase student achievement.
• Supervises the school’s total educational program, including implementation of the school’s curriculum, instruction and assessment programs.
• Implements Board policies and administers rules and regulations relating to the school.
• Evaluates all administrative, certified, and classified staff members as required by Board policy and recommends the removal of an employee whose work is unsatisfactory, according to established procedures.
• Assists in the recruiting, screening, hiring and assigning of the school’s staff.
• Conducts classroom visitations on a regular basis and provides instruction/curricular assistance to all certified staff on campus.
• Develops and recommends teaching strategies and programs for the improvement of instruction.
• Coordinates the development and operations of the School Improvement Team and the School Improvement Plan.
• Ensures that all North Central Association’s requirements are maintained.
• Analyzes test data and requires teachers to establish curricular goals for school and classroom.
• Assists in the in-service orientation and training of teachers with staff development directly related to the District’s curriculum and instruction programs and District and School goals.
• Conducts faculty meetings on a regularly scheduled basis for the purposes of professional development that are aligned to the District’s curriculum and goals.
• Support teachers through observation and coaching for implementation and facilitation of instruction.
• Effectively plan and deliver staff development as well as attend staff development to stay immersed in scientifically-researched best practice.
• Plans for in-service training designed to support best practice and attainment of student achievement goals.
• Participates collaboratively as a school leader in the area of instructional improvement.
• Coach (co-teach, model, demonstrate, observe and provide feedback) classroom teachers on the implementation of curriculum.
• Assist teachers in aligning their teaching with appropriate standards, curriculum and assessment.
• Support teachers with Educator Goal Plan, site 301 implementation and District initiatives while maintaining confidentiality.
• Acts as a catalyst for building a school learning community that focuses on integrated learning, building connections across grades.
• Assist teachers with data analysis and instructional planning.
• Know how to implement a range of effective strategies, analyze instruction and provide clear, specific information on strategy implementation.
• Assumes responsibility for the safety and administration of the school.
• Ensures adequate supervision of students in the classroom, in the cafeteria and restrooms, on the campus and in the surrounding areas.
• Assists and supports teachers and staff in developing and maintaining a school-wide discipline program that is directly supported by the classroom discipline program.
• Delegates authority to responsible personnel to assume responsibility for the school in the Principal’s absence.
• Assists in the development of student teachers and administrative interns on the campus.
• Supervises all administrative, certified and classified personnel assigned to the school.
• Maintains the right to delegate duties and authority for effective staff utilization to assure high standards of student conduct, extra-curricular programs, attendance and health of students, but assumes final responsibility for the total program.
• Budgets school time to provide for the efficient conduct of school instruction and business.
• Assumes responsibility for the management and preparation of the school budget.
• Supervises the preparation of all school reports for the District Office and Community.
Supervision Received: Assistant Superintendent of Curriculum and Instruction
Supervision Given: Assistant Principals, all building teachers and support personnel.
Become Part of the Movement
Interested in becoming a mentor or volunteer at a Big Picture school? Don't see the position you are looking for and would like to be considered when a job becomes available? Fill out the appropriate interest form and your information will be sent directly to the schools of your choice.