The English Teacher position is responsible for coaching, motivating and instructing high school students within the company model and with attention given to each student’s Individual Graduation Plan (IGP). All for-credit courses are aligned to state standards and are delivered in such a way to engage student learning, and accelerate the accumulation of credits through a mastery-based educational model. In many respects, the teacher acts more like a coach and mentor in this environment and is specifically focused on ensuring the success of his/her students.
Primary responsibilities
Provide a learning environment of high student accountability that is student-centered and aligned with the school’s academic goals and specified objectives.
Provide direction and leadership within the school and classroom by displaying deep and effective working knowledge of the reading process and demonstrating best practices relating to teaching, intervention, and instructional techniques in content area text.
Maintain, disaggregate, and provide progress-monitoring reports, reading records, benchmark data, and other student records as required by district or state regulatory guidelines and company policy and procedures.
Collaborate effectively and professionally with peers to develop, plan, and implement best educational practices based upon the individual academic needs of the students that are aligned with company goals.
Participate in professional development courses or activities to maintain appropriate certification or credentials based on position.
Assist in all initiatives to ensure school meets defined FTE enrollment and attendance goals.
Performs all other duties as assigned, which are aligned in accordance with company policy and procedures that ensure educational goals are achieved.
- Education and experience required
- Masters or Bachelor’s degree in related subject from an accredited college or university, or valid teaching certificate.
- Previous high school teaching experience and/or the ability to work with overage and at-risk youth is preferred.
- Knowledge of the principles of secondary education
- Knowledge of curriculum and instructional theory
- Knowledge, skills and ability to analyze and use data to drive program improvement
- Ability to communicate effectively both orally and in writing
- Previous experience and/or the ability to work with overage and at-risk youth is preferred.
