Intellectual Virtues Academy: Public High School

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Work at the Academy!


The Intellectual Virtues Academy of Long Beach received a $2 million grant to expand its highly successful charter middle school to include a new charter high school, the Intellectual Virtues Academy (the “Academy”), A Long Beach Public High School.  The Academy will hire its founding teachers for its inaugural freshman class in 2016-17, and grow to serve all high school levels.  Our mission is to foster intellectual virtues – qualities that engender critical thought, creative problem solving, and self-directed growth – to equip our students for the opportunities and challenges of college, career, and beyond.

Our founding teachers are a critical part of attracting prospective families, inspiring life-long learners, and providing a rigorous and challenging education. We offer a dynamic, entrepreneurial, and thoughtful organization dedicated to growth of each of its students, and its staff.

Why Teach at the Academy?

The founding teachers join an organization known for providing its students top quality education. This success results from our commitment to providing an excellent place to work:

  • Entrepreneurial Opportunities. Join a growing organization that values flexible work arrangements.  The Academy will provide as we grow multiple career paths and flexible hybrid roles that allows our teachers to reach their professional goals and gain meaningful leadership experience (including administration experience) while staying in the classroom.
  • Highly Competitive Compensation. Our 5-year budget projects that some of teachers could be paid $100,000 at full capacity, including competitive benefits.
  • Smaller Class Sizes, Less Instructional Time. Having fewer students to teach allows teachers to spend more personalized time with each student and manage better classroom culture.  Moreover, because there will be seven classes instead of six, there is less instructional minutes for a full-load, allowing for more preparation time.
  • Instructional Support. Part of the $2M grant provides hundreds of thousands of dollars in additional administrative support and professional development programs, including training from Dr. Ron Ritchhart, one the world’s foremost experts in intellectual character development.
  • University Support. The Academy partners with intellectual character experts from Boston College, Harvard University, Calvin College, Loyola Marymount University, and Biola University that will provide research, professional development, instructional tools, and assessment.
  • Counselor Support. Counselor-to-teacher ratio will be half that of CA high schools at full capacity. A full-time counselor has already been hired to start this coming year.
  • Honoring the Profession. The foundation to the Academy’s commitment to our teachers is the recognition that teachers matter first: research overwhelmingly indicates teachers are the single biggest in-school factor of student growth.

Positions Available.

Several teaching positions are available for the 2017-2018 school year. Please see job postings on, search Intellectual Virtues Academy.

We are also hiring counselor trainees or PPSC interns. Please contact Summer Sanders at for more information, or view posting here

Responsibilities Include (but not limited to):

Instructional Responsibilities

  • Assumes responsibilities for demonstrating achievement of individualized education program (IEP) goals and improved academic performance of students with disabilities
  • Develops an individual profile for each student using existing assessment data and informal testing and observation and ensures that general education staff have copies of the IEP-at-a-Glance form listing goals, accommodations, and modifications
  • Provides a continuum of special education instructional opportunities for students to work one-on-one, in small groups, and as a class within pull-out or push-in settings, as appropriate, in support of the general education curriculum
  • Employs multisensory teaching strategies based on an understanding of student strengths and weaknesses and learning styles
  • Monitors and supports implementation of goals in inclusion classes, collaborates with related service providers and monitors service delivery, monitors behavior intervention plans (BIPs), and provides accommodation/modification support
  • Works in collaboration with all general education teachers as a technical expert
  • Refers students to the IEP team to develop interventions for students demonstrating disciplinary concerns, truancy, and/or academic failure or to further assess struggling students in all areas of a suspected disability
  • Receive instruction in, support, and systematically implement the Academy’s innovative, intellectual virtues-based educational model

IEP Tasks

  • Encourages parent partnerships and maintains positive communication with parents/caregivers regarding student progress, success, and difficulties
  • Assumes responsibility for writing both initial and updated IEPs based on present levels of performance and developing goals that relate to curriculum standards and content
  • Reports achievement of goals and objectives at the end of every advisory period and issues quarterly progress reports
  • Administers end-of-the-year academic testing in preparation for the annual IEP meeting
  • Schedules, coordinates, and chairs requested and annual IEP review meetings in collaboration with the special education coordinator, parents/caregivers, related service providers, and general education teacher(s)
  • Maintains a portfolio of student work samples, anecdotal data, and classroom observation information

Case Management Tasks 

  • Assumes responsibility for case compliance and student academic progress as documented through both academic and compliance tracking tools
  • Assumes responsibility for reviewing and analyzing all student information and developing a corrective action plan for students who need additional testing and/or a change in services
  • Assumes responsibility for conducting triennial reviews in collaboration with the special education coordinator and IEP team and refers students in need of requested reevaluations and/or triennial reviews to the IEP team to develop a student evaluation plan
  • Maintains special education files and ensures that all evaluation recommendations are followed up and completed
  • Ensures that adjunct and related services are being delivered in an integrated way and practically applied in the classroom
  • Provides requisite monthly data to special education coordinator

Whole School Responsibilities

  • Actively participate in the development and ongoing refinement of the school’s instructional program
  • Provide after/before hours tutoring
  • Assist the development and implementation of a network of student support systems
  • Support after school/evening activities, including extracurricular activities, overnight trips, parent conferences
  • Participate in school-wide cultural events (e.g., assemblies, dances, intramural tournaments)
  • Lead one 12-17 student weekly advisory
  • Other duties as directed

Intellectual Virtues Model Responsibilities

  • Develop a firm understanding of the Academy’s nine “master virtues”
  • Develop a firm understanding of, and systematically implement, the core principles and practices involved with an intellectual virtues educational model, including using inquiry- and dialogue-based instructional methodologies
  • Participate in ongoing professional development aimed at better understanding and practicing an intellectual virtues approach to education.
  • 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
  • For more information on this model, see

Teacher Qualifications.

  • Bachelor’s Degree from accredited, four-year university.
  • Education Specialists Credential in Mild/Moderate Disabilities with the Autism Spectrum Disorders (ASD)
  • Interest, and experience, in extracurriculars (arts, sports, clubs, etc.), desirable
  • Evidence of successful track record

Reports to: Director of Curriculum and Instruction

Physical Demands.

The teacher must be able to develop lesson plans, grade papers, and input student information.

Work Environment.

This position works in a variety of settings including office, classrooms, outside establishments (such as coffee shops) and outdoors and may experience heat or cold extremes as well as fumes, odors, dust, noise level is 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.

Interested in Position?

If interested in a position, please contact the Founding Director, James McGrath, at  In the email header, please state: position_last name.   The email should include resume and cover letter only (cover letter may be in the email itself).  To find out more about the Academy, visit our starter website at