Total 79 Education / Training job vacancies in Store 1407-The Woodland Mall-ANN-The Woodlands, TX 77380

The incumbent will:

• Serve as a consultant and advisor, and based on personal expertise, provides scientific and technical consultation in all program areas.
• Represent NCHS as the expert for the estimation, measurement, and quality of national health statistics at various interagency, coordinating and advisory committees, as well as national and international professional organizations.
• Serve as scientific and methodological leader, planning and coordinating NCHS's basic and applied research program, including but not limited to research in the fields of mathematical and health statistics, survey design and methodology, disclosure and confidentiality, and questionnaire design and survey measurement.
• Initiate decision-making processes and projects, and participates fully in discussions and decisions concerning NCHS and CDC plans, programs, and activities, both in strategic planning and in the actual determination, allocation, and administration of Division programs, functions, and activities.
• Engage in solving some of the most difficult and important problems facing NCHS and the rest of the scientific community, including precedent setting problems associated with rapidly evolving data environment.
• Plan, manage, organize, and directs all programs, surveys and research activities of the Division as carried out by subordinate supervisors and the highly trained and skilled staff of professional Mathematical Statisticians, Behavioral Scientists, Health Statisticians, and Computer Scientists.
• Consult and collaborate in research projects with HHS, CDC and other Federal organizations, state and local governments, universities, private research organizations, and international agencies and organizations.

• You will provide analytical and system administration support to the Director of Contract, Grants, and Acquisition and the Director of Acquisition Information Systems.
• You will develop report formats and templates which articulate the inner workings of the ONR Acquisition processes and how they relate to the ability of the Science and Technology Departments to support Naval Research.
• You will review, analyze, interpret, and disseminate laws, regulations, circulars, and instructions from the Command related to the pre/post-award contracts and grants functions applicable to the various IT systems.
• You will perform routine auditing on system user accounts.
• You will modify, updates, and cancel policies and procedures as necessary.
• You will publish informational documentation to headquarters and subordinate Commands to inform, clarify, and explain precedent setting situations related to the various IT systems used by individuals during the pre and post award phases of awards.

Position Responsibilities

Early Learning Center Counselor Responsibilities

• Provide in-class guidance lessons for students using the Second Step Curriculum
• Work with grade level teachers to provide ongoing support and guidance in regards to student needs.
• Provide personal and academic counseling for all assigned students, using individual and group processes.
• Assist teachers in the placement of students into classes each year using the knowledge gained about them throughout the year.
• Assist teachers in planning and developing an effective home and school communication system, providing in-service and resource support as needed.
• Guide and assist teachers with their morning meeting routines by providing advice,materials, and support to them.
• Assist the School Psychologist in coordinating any testing program as well as guide and assist teachers in interpreting the test results.
• Work with the Deans of Students, the Psychologists, and other Counselors to support, develop, and strategize about the social emotional programming for our students.
• Work with the Deans of Students, fellow Counselors, and the School Psychologist with administering standardized tests, Panorama, or Tripod testing, and use pertinent appraisal data as a basis for assisting students.
• Serve as a liaison and coordinator of additional services for pupils.
• Work with students, parents, teachers and administrators to develop realistic goals with respect to a student’s educational potential and assist with any academic problems.
• Orient new students and parents to the school, its program and services.
• Evaluate new students for proper placement and assist in the placement of all students in the instructional program.
• Interpret and evaluate student transcripts and records, ensuring that proper credit is awarded for appropriate course work completed in secondary schools.
• Advise teachers about the special needs and abilities of students.
• Present programs to parents and students on topics as needed.
• Help to develop the master schedule of classes, register students, and schedule them in appropriate classes.
• Keep up to date on current research and developments in the fields of counseling and pertinent elementary topics.
• Knowledge of Child Safeguarding practices.

Other Responsibilities:

• Promote and ensure effective communication between all administrative team members.
• Liaise with the Division Principal and Deputy Principals, taking on tasks as assigned, including all school goals.

Personal:

• Demonstrate commitment to personal continuous professional growth and development.
• Continue involvement with students in various capacities.
• Develop and maintain effective working relationships.
• Represent SAS with students, parents, staff, and broader school community in a professional manner.
• Exhibit a professional attitude toward criticism.
• Recognize and strengthen personal performance through self analysis of actions, participating in professional development activities, exploring educational research, participating in professional organizations, and through formal renewal programs.

Position Requirements & Qualifications

• Masters (preferred) or Bachelor Degree
• Counseling certification required
• At least 5 years of successful classroom teaching & counseling experience preferred
• Proven ability to work with teachers, administration and Board of Governors
• Standards-based curriculum experience preferred
• Experience teaching multilingual learners in general classroom settings preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extra curricular activity. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
• Mandatory attendance of school orientation and participation in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night").
• Attend Responsive Classroom professional learning (virtual), specified by the school, in the months prior to the official start of employment.
• Attend Illustrative Math professional learning (virtual), specified by the school, in the months prior to the official start of employment.

Position Responsibilities

Early Learning Center Counselor Responsibilities

• Provide in-class guidance lessons for students using the Second Step Curriculum
• Work with grade level teachers to provide ongoing support and guidance in regards to student needs.
• Provide personal and academic counseling for all assigned students, using individual and group processes.
• Assist teachers in the placement of students into classes each year using the knowledge gained about them throughout the year.
• Assist teachers in planning and developing an effective home and school communication system, providing in-service and resource support as needed.
• Guide and assist teachers with their morning meeting routines by providing advice,materials, and support to them.
• Assist the School Psychologist in coordinating any testing program as well as guide and assist teachers in interpreting the test results.
• Work with the Deans of Students, the Psychologists, and other Counselors to support, develop, and strategize about the social emotional programming for our students.
• Work with the Deans of Students, fellow Counselors, and the School Psychologist with administering standardized tests, Panorama, or Tripod testing, and use pertinent appraisal data as a basis for assisting students.
• Serve as a liaison and coordinator of additional services for pupils.
• Work with students, parents, teachers and administrators to develop realistic goals with respect to a student’s educational potential and assist with any academic problems.
• Orient new students and parents to the school, its program and services.
• Evaluate new students for proper placement and assist in the placement of all students in the instructional program.
• Interpret and evaluate student transcripts and records, ensuring that proper credit is awarded for appropriate course work completed in secondary schools.
• Advise teachers about the special needs and abilities of students.
• Present programs to parents and students on topics as needed.
• Help to develop the master schedule of classes, register students, and schedule them in appropriate classes.
• Keep up to date on current research and developments in the fields of counseling and pertinent elementary topics.
• Knowledge of Child Safeguarding practices.

Other Responsibilities:

• Promote and ensure effective communication between all administrative team members.
• Liaise with the Division Principal and Deputy Principals, taking on tasks as assigned, including all school goals.

Personal:

• Demonstrate commitment to personal continuous professional growth and development.
• Continue involvement with students in various capacities.
• Develop and maintain effective working relationships.
• Represent SAS with students, parents, staff, and broader school community in a professional manner.
• Exhibit a professional attitude toward criticism.
• Recognize and strengthen personal performance through self analysis of actions, participating in professional development activities, exploring educational research, participating in professional organizations, and through formal renewal programs.

Position Requirements & Qualifications

• Masters (preferred) or Bachelor Degree
• Counseling certification required
• At least 5 years of successful classroom teaching & counseling experience preferred
• Proven ability to work with teachers, administration and Board of Governors
• Standards-based curriculum experience preferred
• Experience teaching multilingual learners in general classroom settings preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extra curricular activity. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
• Mandatory attendance of school orientation and participation in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night").
• Attend Responsive Classroom professional learning (virtual), specified by the school, in the months prior to the official start of employment.
• Attend Illustrative Math professional learning (virtual), specified by the school, in the months prior to the official start of employment.

Position Responsibilities

Middle School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the Middle School.
• Cultivate a caring and culturally responsive learning community in Advisory, as well as the classroom, taking into account physical, emotional, and intellectual well-being of students.
• Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
• Design quality formative, summative and self-guided assessments that provide students with frequent feedback and communicate students’ growth and achievement.
• Plan and implement engaging learning experiences that are inquiry-based, collaborative, culturally responsive, and differentiated.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
• Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
• Experience with or interest in co-teaching in a flexible learning environment.
• Demonstrate an understanding of interdisciplinary teaching and learning.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Strive for continuous self-improvement as a life-long learner.
• Model the Core Values in your interactions with all members of the school community.
• Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (supervision, overnight Classroom Without Walls trips, sports coaching, field trips, sponsorship of clubs, events, TRi Time, community service projects, etc.)
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role-Specific Responsibilities

• Understand and utilize the Illustrative Mathematics curriculum in order to provide lessons aligned to the Common Core State Standards for Mathematics.
• Employ research-based teaching practices that nurture students’ positive identities as knowers, doers, and sense-making of mathematics.
• Provide access and challenge to all students by utilizing data from formative and summative assessments as well as classroom observations.
• Foster positive relationships outside of the classroom by engaging with students in math-specific clubs and activities (sponsorship of Math Counts, Math Olympiad and/or grade-level Math Help).

Position Requirements & Qualifications

• Bachelor’s Degree in a relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• At least two years of full-time teaching experience preferred
• Standards-based curriculum experience preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after-school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extracurricular activity. Each faculty member is expected to do a minimum of one Category 1 activity or sport per year.
• Required attendance at school professional learning days
• Chaperone and participate in evening and/or weekend school activities each year, as assigned (including “Back-to-School Night”).

Position Responsibilities

High School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the High School.
• Contribute to our commitment to extraordinary care by acting as an advisor for a small group of students and by teaching our advisory social-emotional learning curriculum.
• Identify essential learning and use a planning framework with standards, learning targets, real-world connections, and a culturally responsive curriculum.
• Design quality standards-based formative, summative and self assessments that provide students with frequent feedback and communicate students’ growth and achievement.
• Plan and implement engaging learning experiences that are inquiry-based collaborative, culturally responsive, and differentiated.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Utilize flexible, rigorous and adaptive Tier I instructional practices to allow students of all diverse language and learning styles to effectively access learning.
• Possess experience and/or demonstrated skills facilitating restorative conversations when supporting student behavior in the learning environment.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles, walkthroughs, and reflection with Professional Learning Community Coach and Principals, and participate in external opportunities.
• Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
• Demonstrate an understanding of interdisciplinary connections, teaching and/or learning.
• Creatively leverage flexible learning spaces and flexible grouping to provide for a variety of learning styles, ability levels, and educational backgrounds
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Strive for continuous self-improvement as a life-long learner.
• Model the Core Values in your interactions with all members of the school community.
• Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (i.e. travel on Interim Semester, sports coaching, field trips, sponsorship of clubs, attend events beyond the school day, community service projects, etc.)
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role-Specific Responsibilities

• Use diagnostic assessment to determine students’ strengths and needs in literacy, numeracy, and/or executive function.
• Write/update students’ Individual Education Support Plan using data to inform SMART goals
• Plan data-informed interventions to support the development of reading, writing, math, and executive function skills.
• Use a variety of progress monitoring strategies to monitor student progress toward their goals
• Collaborate in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention.
• Collaborate with PLC members, students, and parents to write Individual Education Support Plans with SMART goals as well as Individual Accommodation Plans
• Collaborate with subject-area teachers and implement a broad range of strategies to support students in a co-taught, inclusive classroom

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• A certification in special education preferred
• At least two years full time teaching experience preferred
• Extensive experience working with students with a variety of learning differences
• Experience differentiating instruction and assessment based on student learning needs
• Experience tracking effectiveness of teaching strategies or interventions with the use of progress monitoring documentation
• Experience with tiered supports including but not limited to Response to Intervention (RTI) framework or Multi-Tiered Systems of Support (MTSS)
• Comprehensive knowledge of current best practices in teaching early literacy and numeracy skills
• Demonstrate proficiency in implementing strategies and interventions to support the development of executive function skills.
• Extensive experience in collaborating in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention.
• Must be confident in their ability to teach any student, and have a willingness to provide intervention regardless of the significance of disability or learning need(s)
• Standards-based curriculum experience preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after school arts, activities or sports are part of the responsibility of the professional educator. Therefore, faculty shall be available to direct, coach and/or sponsor an athletic team or other extra curricular activity or arts. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
• Mandatory attendance of weekly faculty meetings beyond the school day, new hire orientation and educator professional learning days.
• Chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night", learning conferences, musicals, concerts, and more).
• SAS faculty members are expected to commit to chaperoning learning experiences including those requiring overseas and/or overnight excursions, including but not limited to High School Interim Semester, IASAS Music and other curricular and co-curricular trips.

• The duties described are for the full-performance level. At developmental grade levels, assignments will be of more limited scope, performed with less independence and limited complexity. The duties may include, but are not limited to:
• Plans, develops, designs, delivers, and evaluates education, training, and career development programs for VS personnel on a national basis.
• Provides leadership and serves as the coordinator, consultant, and troubleshooter for the programs, methodologies, and techniques for evaluating the effectiveness of training programs.
• Develops techniques and surveys to appraise performance, skill, and knowledge levels of training participants.
• Uses the findings of evaluations to design, develop, revise, and improve training programs.
• Assesses, identifies, recommends, uses, and trains others on the use of distance-learning approaches and tools for training sessions.
• Adopts, recommends, and develops new and innovative training and development approaches to experimental or training activities when traditional approaches are not applicable or effective.
• Participates in developing and establishing policy, procedures, and guidelines for the delivery of training and development programs.

• Interpret, evaluate, and apply government, agency, and program-specific statute, regulations and policies related to training.
• Lead, facilitate, and participate in DHS and USCIS work groups related to training programs, course content, evaluation of training materials and effectiveness, governance of mandatory training programs and processes.
• Consult upon and provide solutions delivery to customers using the LMS and other training tools / systems.
• Design, maintain, and evaluate the effectiveness of USCIS-wide policies and processes to govern mandatory training programs including the requests for the imposition of new training mandates.
• Coordinate with system administrators in the LMS to provide authoritative guidance and resources involving the assignment of mandatory training to respective audiences with accurate training cycles and due dates.

Serving as a Accountant GS-0510-14 makes you a valuable member of the Federal Law Enforcement Training Centers (FLETC) team and mission. This position is located in the Chief Financial Officer Directorate.

The primary purpose of this position is to administer the enterprise risk management/internal control routine monitoring program which ensures that appropriate, effective control objectives and activities are embedded in entity-level control, business, and financial accounting processes.

Typical duties include: planning and implementing mission-oriented risk assessments and routine monitoring of internal control over operations (ICOOP) and internal control over financial reporting (ICOFR), advising management officials on the internal control aspects of operations and recommending actionable strategies to mitigate risks and remediate control gaps or deficiencies detriment to the FLETC mission.

View common definitions of terms found in this announcement: Common Definitions.

• Develops and conducts program and policy analyses to identify and understand the needs and preferences of HHS health and human services programs and the populations they serve.
• Designs, analyzes, implements, and interprets studies regarding the influence of communications about disease and therapy.
• Leads in the development of clearly written and concise issue papers and talking points for senior staff when needed.
• Represents the organization at briefings and other meetings regarding the justification and approval of specific projects.

The Singapore Sports School (SSP) is a specialised independent school dedicated to providing the optimal sports development and academic learning of our talented student-athletes anchored on building strong character qualities of an athlete. With a team of dedicated teachers and experienced sports coaches and sports scientists, we offer an ideal daily training environment for our aspiring national athletes to achieve their dreams.

We are seeking a suitable candidate to fill the full-time position of the Head Coach, Swimming Academy and National Youth Training Centre, in close partnership with the national sport association for swimming, Singapore Aquatics (SAQ), to prepare our developmental student-athletes for national team representation at international competitions and Major Games (Southeast Asian Games, Commonwealth Games, Asian Games, World Championships and Olympic Games). The Head Coach will report to the National Head Coach, SAQ for technical matters and the Assistant Director Sports, SSP for administrative matters.

If you are a highly motivated, engaging and enthusiastic leader looking for a challenging purpose to develop high-performance student-athletes and to lead a team to do so, we invite you to join us.

You will be responsible for planning, implementing, evaluating and improving the training and competition plans for student-athletes, based on long-term athlete development principles. You will lead and work with a team of coaches to achieve the Academy and national objectives. You will work with the general manager, fellow coaches, teachers, mentors, parents and other stakeholders to achieve the sporting goals and holistic development of the student-athletes under your care, including conducting regular review sessions with each swimmer to discuss performance progress and goals.

You will also be expected to work with the general manager to recruit suitable student-athletes, mentor the team of coaches in the Academy and establish good relationships with parents and external stakeholders such as SAQ’s High-Performance Team.

Requirements

· At least 10 years’ experience of coaching competitive and developmental youth athletes.

· Able to lead, mentor and develop coaches to increase their capabilities and deliver a higher standard of coaching.

· Possess the equivalent of the SG-Coach Level 3 (Theory and Technical) and/or an international swimming coaching qualification recognised by World Aquatics.

· Fulfil requirements to obtain National Registry of Coaches (NROC) membership and Ministry of Education (MOE) registration.

· Displays good understanding of sports science as applied to elite youth sports based on long term athlete development principles.

· Keen understanding of the quality Daily Training Environment needed for the development of student-athletes.

· Competent in values inculcation and character development for student-athletes.

· Good planning, administrative and organizational skills, with progressive knowledge, skills and attitude towards the use of data analytics in the training program.

· Good team player and able to communicate well in English with student-athletes and stakeholders.

· Experience working within a school environment would be an advantage.

Position Responsibilities

Middle School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the Middle School.
• Cultivate a caring and culturally responsive learning community in Advisory, as well as the classroom, taking into account physical, emotional, and intellectual well-being of students.
• Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
• Design quality formative, summative and self-guided assessments that provide students with frequent feedback and communicate students’ growth and achievement.
• Plan and implement engaging learning experiences that are inquiry-based, collaborative, culturally responsive, and differentiated.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
• Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
• Experience with or interest in co-teaching in a flexible learning environment.
• Demonstrate an understanding of interdisciplinary teaching and learning.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Strive for continuous self-improvement as a life-long learner.
• Model the Core Values in your interactions with all members of the school community.
• Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (supervision, overnight Classroom Without Walls trips, sports coaching, field trips, sponsorship of clubs, events, TRi Time, community service projects, etc.)
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role-Specific Responsibilities

• Understand and utilize the Illustrative Mathematics curriculum in order to provide lessons aligned to the Common Core State Standards for Mathematics.
• Employ research-based teaching practices that nurture students’ positive identities as knowers, doers, and sense-making of mathematics.
• Provide access and challenge to all students by utilizing data from formative and summative assessments as well as classroom observations.
• Foster positive relationships outside of the classroom by engaging with students in math-specific clubs and activities (sponsorship of Math Counts, Math Olympiad and/or grade-level Math Help).

Position Requirements & Qualifications

• Bachelor’s Degree in a relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• At least two years of full-time teaching experience preferred
• Standards-based curriculum experience preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after-school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extracurricular activity. Each faculty member is expected to do a minimum of one Category 1 activity or sport per year.
• Required attendance at school professional learning days
• Chaperone and participate in evening and/or weekend school activities each year, as assigned (including “Back-to-School Night”).

Position Responsibilities

Middle School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the Middle School.
• Cultivate a caring and culturally responsive learning community in Advisory, as well as the classroom, taking into account physical, emotional, and intellectual well-being of students.
• Experience and/or demonstrated skills facilitating restorative conversations when supporting student behavior in the learning environment.
• Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
• Design quality formative, summative and self-guided assessments that provide students with frequent feedback and communicate students’ growth and achievement.
• Plan and implement engaging learning experiences that are inquiry-based, collaborative, culturally responsive, and differentiated.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
• Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
• Experience with or interest in co-teaching in a flexible learning environment.
• Demonstrate an understanding of interdisciplinary teaching and learning.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Strive for continuous self-improvement as a life-long learner.
• Model the Core Values in your interactions with all members of the school community.
• Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (supervision, overnight Classroom Without Walls trips, sports coaching, field trips, sponsorship of clubs, events, TRi Time, community service projects, etc.)
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role-Specific Responsibilities

• Utilize Common Core ELA Standards to backwards plan and assess, using the workshop framework as part of instruction.
• Collaborate with colleagues from diverse cultural backgrounds and experiences on a regular basis to co-plan culturally responsive daily teaching .
• Use an inquiry-based approach to literacy that strengthens conceptual understanding, nurtures and sustains curiosity, builds transferable skills and dispositions, or develops student agency.

Position Requirements & Qualifications

• Bachelor’s Degree in a relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• At least two years of full-time teaching experience preferred
• Standards-based curriculum experience preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after-school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extracurricular activity. Each faculty member is expected to do a minimum of one Category 1 activity or sport per year.
• Required attendance at school professional learning days
• Chaperone and participate in evening and/or weekend school activities each year, as assigned (including “Back-to-School Night”).