在“授权地带”，我们是一个充满激情的团队，专注于在印第安纳州南本德西区的学校进行真正的变革。我们为学生服务;41%的人是非裔美国人/黑人，39%的人是拉丁裔，78%的人得到免费或减少午餐。小学干预教师对于我们为赋权地带的每个孩子提供教育至关重要，“培养每个孩子内在的伟大，让他们自信地在我们的城市、国家和世界追求自己的梦想。”干预教师将通过针对学生需求的有针对性的教学，帮助那些在读写和/或数学方面有困难的孩子加速学习。明年，我们承诺在整个学校干预街区为所有孩子提供干预/充实。我们还承诺为每一个在阅读和数学方面低于年级水平的孩子提供有针对性的干预。我们正在寻求教师感兴趣帮助我们实现我们的愿景和使命:我们的愿景我们的学校系统,消除了学术和社会情感机会差距,培养存在的伟大在每个孩子自信地追求他们的梦想在我们的城市,国家,和世界。我们通过为学生、员工和家庭提供公平、学习和变革，来培养每个孩子的思想、身体和精神。我们利用社区和人际关系的力量来激发变革。 IMMEDIATE SUPERVISOR: Principal SCHOOL HOURS: Student attendance hours are from 8am-4pm, M-F; teacher work hours are from 7:30am-4:30pm, M-F COMPENSATION: Teacher salary schedule as negotiated + $10,000 stipend & opportunity for additional performance bonus stipend AVAILABLE: 2021-2022 School Year DUTIES: In the Empowerment Zone, elementary intervention teachers will: Instruction & Supervision ○ Plan and provide intervention to elementary students in literacy and/or math, using data decision-rules on student selection to determine intervention plan ○ Organize and provide small group intervention to students as part of each school’s enrichment and intervention model. ○ Hold high expectations for students and what they can accomplish.○ Provide student supervision ensuring student safety. Culture/Team ○ Provide a responsive intervention environment that speaks value to our students, including implementing trauma-sensitive strategies ○ Collaborate with school colleagues to plan, assess, and continuously improve instruction by accomplishing school-specific goals focused on continuous improvement. ○ Embrace professional learning and growth opportunities and contribute to a healthy team/school culture grounded in collaboration, high expectations, and support. ○ Examine their own biases and guard against unexamined biases that filter into harmful practices, low expectations for students, and a deficit view of students and families. ○ Engage in Empowerment Zone-wide conversations and reflections about race, class, and education. Family Partnership ○ Intentionally build/develop relationships with students and their families. ○ Partner with families to support students & regularly communicate student progress to families. In addition to the foundational duties listed above, staff at Coquillard will be expected to contribute to/nurture a school culture that focuses on: ● Being a champion for students and have high expectations for what they will do ○ Students rise to our expectations and strong relationships makes this possible ● Being committed to this work and to our students ○ This work is bigger than any one of us; your “why” needs to be solid ● Being culturally responsive and asset-based ○ Our children need us to examine our biases, analyze, and reflect on our practice. We must ensure that we view our children’s strengths ● Being solutions-oriented ○ There will be many challenges; we can solve them together ● Being adaptable ○ Turnaround work is messy and complex; rigidity and constant complaining is distracting and wastes precious energy ● Being a contributor to a healthy (not dysfunctional) team ○ Healthy teams have a foundation of trust and engage in productive (not destructive) conflict ● Being committed to growth and learning, as a professional and as a person ○ No one arrives or “knows it all”; everyone benefits from feedback and learning QUALIFICATIONS: Desired Qualifications: ● Five (5) years of effective classroom teaching experience, as demonstrated by student data ● Track record of success in accelerating children’s literacy and/or math development ● Ability or organize work and ensure follow through of scheduling and delivering high-quality small group literacy and/or math supports ● Passion for accelerating children’s literacy and/or math development Additional Qualifications and Training Preferred:● Reading Endorsement, Math Endorsement ● Reading Recovery training, Wilson Fundations training, SIPPS, and other literacy training