Our mission is to develop the intellectual virtues within our learners and facilitators (qualities that foster critical thought, creative problem solving, and self-directed growth) in a thoughtful, challenging and supportive academic environment. We equip our students for the opportunities and challenges of college, career, and beyond, by equipping our students with intellectual virtues, including such dispositions as open-mindedness, curiosity, tenacity, and humility, which are woven throughout all we do.
Our staff is a critical part of providing a supportive and challenging education. Our teachers are highly qualified, come from diverse backgrounds, and approach learning with enthusiasm. We value relationships as an important component to school culture and collaboration, and see teachers as partners in all aspects of our community. We provide an energetic, entrepreneurial, and thoughtful organization dedicated to growth of each of its students, and its staff. We work collaboratively with one another and provide a cross-curricular approach to teaching and learning.
The Academy is an inviting, joyful community where every student is cared about, known well, and appreciated for their unique attributes. The Academy partners with intellectual character experts from Boston University, Harvard University, Calvin College, Loyola Marymount University, and Biola University, which provides research for professional development, and training on progressive instructional tools, such as utilizing thinking routines and innovative, passion-driven, arts-integrated projects.
We are committed to instilling in our students a love for learning and an appreciation for intelligence in its multiple forms. Our talented faculty provides an outstanding educational experience that equips students with a strong academic foundation and valuable life skills. We employ a constructivist philosophy to allow students to continually reflect on their own learning, pose their own questions, and pursue answers in a structured, but personalized environment.
Job Description and Qualifications Include (but not limited to):
A Collaborative Partner for Teaching and Learning
Attend weekly Professional Development aimed at better understanding and practicing an intellectual virtues approach to education
Actively participate in the development and ongoing refinement of the school’s instructional program
Assist the development and implementation of a network of student support systems
Be involved in creating the Academy and individual’s professional development plan
Collaborate with instructional team to revise, edit, and improve lessons
Support after school/evening activities, including extracurricular activities, field trips, parent conferences
Participate in school-wide cultural events (e.g., assemblies, dances, intramurals, Exhibition of Learning)
May lead one/two 12-17 student weekly advisory
May provide after/before hours tutoring
Substitute for other teachers as needed
Document learning through photographs, or other creative means to highlight the story of learning and share with the community
Other duties as needed
A Thoughtful Educator Willing to Think Outside the Box
Develop a firm understanding of, and systematically implement, the core principles and practices involved with an intellectual virtues educational model
Assess, evaluate and monitor students’ progress towards school’s academic and non-academic goals
Provide differentiated instruction designed to meet the needs of each student
Use assessment and survey data to refine curriculum and instructional practices
Assist in intervention support
Monitor and promote the social-emotional and physical safety and security of students
Use (or aid the development of) the Academy’s scope and sequence, aligned with Common Core, to develop unit plans and daily lesson plans when applicable.
Submit lesson overviews to the Director of Curriculum and Instruction (or Founding Director) on a weekly basis
Develop a firm understanding of the Academy’s nine “master virtues”
Seek and participate in outside professional development to augment the Academy’s PD
Engage in ongoing self-reflection and self-assessment aimed at his/her own growth in intellectual virtues
Model the nine “master virtues” in all interactions with students and other Academy stakeholders
Duties as they arise.
Teachers are placed on a salary schedule.
Qualifications We are seeking candidates who have experience, or have an interest, in the following signature practices within our Intellectual Virtues Pedagogy:
Candidates need to be comfortable using technology.
Google Calendar, email and google documents.
Must be fluent in Microsoft Office, PowerPoint and Excel.
Possibility of online textbooks, depending on course.
Candidate will need to be able to work in a fast-paced environment, be flexible with the needs of the school, balance responsibilities, be resourceful, problem-solve, be an active and approachable member of the school community, collaborate with staff, and be passionate about working with urban, high-needs students and families.
The ideal candidate will possess outstanding written and verbal communication skills. Bilingual candidates are highly desirable.
Part-time and full-time positions are available.
Interested in Position?
If you are interested, please submit the documents below to: firstname.lastname@example.org. In subject line, state “[position sought]_[your last name]”. Please only submit the following:
Equal Opportunity Employer
The Academy seeks a staff that reflects the broad range of diversity. We actively support equal opportunity for all people and encourage people of color and LGBT candidates to apply. We are committed to enriching our community by promoting racial, ethnic, sexual orientation and socio-economic diversity. We are an equal opportunity employer.
The Academy does not discriminate on the basis of race, color, religion, gender, or sexual orientation in its hiring practices or administration of its educational policies or school programs.
Spends the majority of the day in the classroom. In the classroom the teacher will frequently hold display light objects they are working with and demonstrating. These must be displayed in a manner which enables the students to see the objects. Teacher must be able to move through the classroom and be able to maneuver in tight spaces between desks. Dealing with students can entail positioning the body to enable the teacher to be on a face-to-face level with the student on an occasional to frequent basis on a given day. Must be able to use the chalkboard or whiteboard occasionally to frequently to communicate lessons to the students.
This position works in a variety of settings including open office, classrooms, outside establishments (such as coffee shops), and outdoors. These settings may experience heat or cold extremes as well as fumes, odors, dust, with noise level at moderate to loud.
Right to Revise.
This job description is not meant to be all inclusive and the Founding Director (or other directors) reserves the right to revise this job description as necessary without advance notice. The statements herein are intended to describe the general nature and level of work being performed by employees, and are not to be construed, as an exhaustive list of responsibilities, duties and skills required of personnel so classified. Furthermore, they do not establish a contract for employment and are subject to change at the discretion of the employer without notice.