English Language (ESOL) Teacher- High School

Summary Algiers Charter approach to teaching and learning embraces a continuous improvement cycle that focuses on practices through planning, doing, reflecting, and revising. Our schools are moving to a more complex conceptual framework for analyzing, synthesizing, hypothesizing, understanding, and creating connections on a daily basis. Professional Learning, Development, and Growth for Teachers Attend yearly professional development Faculty and Grade-Level Meetings Job-embedded Professional Development Estimated 60-90 minutes per week Focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development Attendance at cluster meetings Teacher Accountability via observations and evaluations based on the TAP Instructional rubric (3 times per year) Other meetings as designated by school leaders Student Engagement All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions. All or almost all students follow behavioral expectations and/or directions. Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the teacher. The class has a quick pace and students are engaged in the work of the lesson from start to finish. Students who finish early engage in meaningful learning without interrupting other students learning. Essential Content Create common core aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade level expectations and end-of-year assessments. The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals. All activities students engage in are aligned to the stated or implied learning goal(s) and are well sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals. All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high‑quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or students IEP goals (ex. Lexile level and complexity of text). Academic Ownership All or most all students provide meaningful oral or written evidence to support their thinking. Students complete an appropriately challenging amount of the cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem‑solving, given the focus of the lesson. Students respond to and build on their peers’ thinking, ideas or answers. Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response. All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging. Demonstration of Learning Questions, tasks or assessments yield data that allow the teacher to assess students’ progress toward learning goals and help pinpoint where understanding breaks down. Students have extensive opportunities to express learning through academic writing and/or explanations using academic language. All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses. Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals. Qualifications Bachelor Degree in Education or related area of study, required Two years of teaching experience, preferred Valid Louisiana Teaching Certificate with Louisiana Certification, preferred Proven record of high student achievement as listed on previous evaluations and Compass scores, highly preferred Desire and ability to succeed in a student-friendly, detail-oriented, community environment Belief in the Algiers Charter mission and educational model Open to professional learning, formal/informal observations, and feedback #J-18808-Ljbffr