Secondary Spanish Teacher (Temporary Full-time)

Secondary School

Faculty: Expectations

SY 2026-2027

Teaching at LJA

The fundamental responsibility of faculty at Le Jardin Academy is to support the values, beliefs, and intended outcomes expressed in the school Mission Statement, Values, and Vision, as well as uphold the integrity of the International Baccalaureate Programme. Teachers are expected to honor our school wide agreements at all times and to support students in their holistic growth and development.

This list is not all-inclusive, as education is a complex and nuanced field; supervisors will provide direct guidance for any additional expectations specific to roles.

Our values and mission drive our priorities, inform our interactions, and frame our professionalism. As such, our expectations and school wide agreements are organized through these lenses.

MISSION

To cultivate a community of learners who embrace hana pono to positively impact the world.

To support the cultivation of a community of learners, faculty are expected to

• Engage actively in an annual
• Professional
• Growth
• Process, including:
• active contribution to a Professional Learning Community (PLC) whose focus relates to annual operational goals
• attend relevant trainings as determined with supervisor
• engage in a start of year, mid-year, and end-of-year meeting with supervisor
• Engage actively in all in-house professional development as scheduled throughout the year, including:
• In-service Days, After School Meetings, Teachers as Professionals (TAP) offerings throughout the year
• Participate in two curriculum release days, which are scheduled with the relevant Academic Dean and IB Coordinator
• Support parent and student understanding of IB program, including grading criteria and the role of assessments in learning
• Engage actively and come prepared to regular meetings, as scheduled, with relevant IB coordinator, Subject Area team, Grade Level team, Student Support team, and Experiential Learning team
• Supervise Personal Project(s) and/or Extended Essay(s)
• Supervise a Passion/Personal Inquiry Project (MYP teachers) and/or a Student Support Block (targeted or structured, per supervisor’s discretion)

Honor individual pathways to success and happiness.

The unique gifts of each individual enrich our learning community. We honor and support diverse approaches to self-actualization through inquiry and passion-based learning. We embrace happiness as an essential measure of our efficacy as an educational institution.

ʻAʻohe pau ka ʻike i ka hālau hoʻokahi - All knowledge is not learned in the same school

Strive for excellence.

Excellence is achieved through self-determination, resilience and action. Our culture encourages growth and personal mastery through individual ownership and agency. We are principled in challenging ourselves and others and pursue win-for-all outcomes.

E kūlia i ka nu'u - Strive to reach the summit

In order to support excellence in teaching and learning, faculty are expected to

• Demonstrate understanding of information from all IB documents and guides, especially the applicable and most up to date subject guides and Teacher Support Material available on My IB, MYP Principles into Practice (updated 2022); DP Principles into Practice, Best Practices in Teaching and Learning, and the DP Assessment Handbook (available from Dean of Academics)
• Maintain updated required
• IB documents:
• Unit Plans, including resources and reflections
• Subject Area scope and sequence
• Approaches to Learning (ATL) and Social Emotional Learning (SEL) vertical and horizontal articulation
• Integrate IB and LJA-specific best practices in teaching, learning and assessment, as outlined in IB supporting documents, LJA policies and procedures, and related professional development
• Work with Experiential learning team, Subject Area leaders and Deans to consistently integrate best practices in experiential and social emotional learning into the curriculum
• Actively seek support from the Experiential learning team as needed
• As much as practicable, provide excursions or guest experts to support, reinforce and enrich curriculum
• Deliver a minimum of one interdisciplinary unit per year (MYP teachers only), unless otherwise determined with supervisor approval
• Deliver curriculum using the following strategies:
• School Wide Agreements are taught, modeled and upheld
• Purpose of learning shared with students
• Inquiry-based, concept-based, and collaborative learning strategies used often, with direct instruction and written, audio or video materials to support these strategies as appropriate.
• Time provided for reflection (on content, on group/class interaction, on self as learner)
• Time provided for independent work and individual teacher feedback
• Utilize data effectively to guide instructional practice
• Maintain professional and timely communication as outlined in the Secondary Division Handbook

Innovate for positive change.

By design, we embrace iterative processes by using curiosity and creativity to take action and make change. As local and global citizens, we actively engage our community and partners through shared learning, sustained social and environmental stewardship and innovation with intention.

Serve peace.

We serve peace in all we do and recognize that positive peace is a consistent value of individual wellbeing, open-minded and compassionate interaction, and intercultural communication. We respect diverse perspectives and cultivate inclusivity. We peacefully stand up to injustice.

Lōkahi - Unity, harmony, agreement

In order to serve peace through teaching and learning, faculty are expected to

• Actively nurture a sense of belonging and inclusion for all students, families and colleagues in all learning engagements (classroom, hui/hale, impact programs) and daily interactions
• Consistently integrate Social Emotional Learning and Approaches to Learning skills into the taught curriculum through both direct instruction and pedagogical approach (classroom routines, shared and practiced language, systems for self-management, etc.)
• Actively seek support from the Student Support and Dean team as needed
• Serve as an active, engaged advisor for assigned grade level hui and hale
• Engage actively as a leader at grade level camp or outer island trip
• Contribute thoughtfully and use kind, caring language when:
• Speaking with or about colleagues
• Speaking with or about students and/or families
• Collaborate with Grade Level Leader, Student Support Team, and Experiential Education Team in revising and effectively implementing SEL curriculum within the classroom, hale/hui, impact programs, and other learning contexts
• Develop learning activities targeting the development of international mindedness and the Learner Profile attributes in written planning and the corresponding classroom practice

Nurture relationships and resources.

Our greatest strength is in community. We steward healthy relationships through mutual respect and collaboration, and care for the wellbeing of people, land and financial resources. Our goal is to ensure resilience, flexibility, and increased access over the long term.

Aloha kekahi i kekahi - Care for all that is in relation to oneself.

• In order to ensure healthy relationships with students, parents and colleagues, faculty are expected to:
• Engage with students in a professionally appropriate, respectful and caring manner
• Ensure learning environments are welcoming and encourage student-centered learning
• Model and teach the school wide agreements
• Communicate with parents to inform them of the status of their child, as outlined in the Secondary Division Handbook
• Engage in various community events, including:
• School day student supervision (lunch, recess, etc per supervisor assignment)
• Parent Nights (per supervisor assignment)
• MYP Personal Project Night (per supervisor assignment)
• DP Parent Night (DP Teachers)
• I-Term Parent Night (all faculty leading off-island trips required to attend)
• Open Houses (all faculty required to attend)
• Concerts (per supervisor assignment)
• HS Graduation (all HS Faculty required to attend)
• 8th Grade Moving Up (all 8th grade faculty required to attend)
• Artsfest (per supervisor assignment)
• Dances (per supervisor assignment)
• Other school-wide events as directed

• Education and Experience
• Bachelor's degree in related field
• 3 Years teaching experience
• Master’s Degree in related field (preferred)
• Experience and understanding of the IB (preferred)

Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee regularly works in an office setting.

Physical Demands