Values, Expectations, and Commitment Teachers must commit themselves to the School’s values and mission. Moreover, appreciating the example of excellent schools which succeed at helping all students achieve at a high level, teachers must hold high expectations for each student and commit themselves to helping every student achieve their full potential.
Student Learning Every teacher must accept ultimate responsibility for his or her students achieving learning progress that meets or exceeds BelovED's high standards and must actively develop solutions to problems, reaching out for peer and leader support, and taking advantage of other school resources, as necessary.
Teaching and Assessment Teachers may make use of School-vetted lesson plans and curricular materials, or they may design their own, but they must plan and deliver vibrant and engaging lessons – each with a measureable goal – within the framework of the School’s carefully sequenced, standards-aligned education program. In addition, to ensure that students get extra help when needed, teachers must make use of the School’s highly effective formative assessments.
Culture and Classroom Management Teachers must communicate, and also model for their students, behaviors which befit the high expectations culture and the caring school climate to which we are committed. They must apply School and classroom rules consistently and effectively; make use of preventive discipline; and effectively supervise students both in their classroom and elsewhere on School grounds.
Teamwork, Professional Relations, and Professional Development Teachers at Beloved Community Charter School should see themselves as members of a team and should commit themselves to their own and to their peers’ on-going professional development. Teachers will be required to attend professional development sessions, to participate actively in planning meetings, and to become part of a professional learning community where they can lend assistance to, and gain assistance from, their grade-level peers.
Accountability Every teacher must accept ultimate responsibility for the progress of his or her students and actively develop solutions to problems, reaching out for peer and leader support, and taking advantage of other support resources, as necessary.
Special Needs Students and English Language Learners Teachers must work collaboratively with the school’s special education and ELL staff to implement the school’s special education and ELL programs and to comply with all state and federal regulations.
Reporting and Staff Relationships
Teachers will report to the Head Dean, who will provide considerable supervision and assistance, supported by the Dean of Students and the Supervisor of Special Education.
Teachers will be part of a school-wide team that includes many different professionals, but should expect to work particularly closely with their grade-level peers, with whom they will be engaged within professional learning communities, assisting one another to solve problems.
Supports provided to teachers will include:
- Career-long professional development assistance and grade-level professional learning community support;
- Field-tested lesson plans and curricular materials (you will have the freedom to develop you own, but after a full day in the classroom, you may appreciate not always having to develop lesson plans and curricular resources from scratch);
- High-quality formative assessments, aligned with our curriculum, that will help you immediately identify when students in your class have not achieved mastery of a skill, concept, or knowledge item;
- Full-time reading and math specialists who will be available to tutor students who are struggling to master an essential skill, and social workers who will be available to help students struggling with outside problems;
- The staffing of our breakfast program by Teacher’s Aides, and of our afterschool program by Academic Tutors, so we can limit the length of our teachers’ work-days;
- Planning periods that will provide teachers an opportunity to prepare up-coming lessons during the school day.
As an equal opportunity employer, BelovED hires without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, or disability.
Required Certifications / Qualifications
At minimum, Special Education Teachers will need to hold a certificate of eligibility for teaching Students With Disabilities.
Teacher candidates must also possess:
- A powerful commitment to the mission and goals of Beloved Community Charter School. (You can read more about these here.)
- A commitment to preparing every student for college and to developing every student’s values and character;
- Belief in a structured and predictable environment for children and a commitment to education standards, statewide testing, and accountability;
- A record of producing significant student learning gains;
- A willingness to be the authority in the classroom and set the rules; and
- A commitment to building student relationships and engaging parents/guardians in their children’s education.
- Experience teaching in an urban classroom, and an understanding of Teach Like a Champion class-management techniques and/or training by Teach For America, Education Pioneers, The New Teacher Project, or New Leaders for New Schools would all be considered a definite plus.
Apply online at belovedccs.org/careers or send resume to firstname.lastname@example.org.