Floater Teacher

Job Title: FLOATER TEACHER Classification: Full-Time, Exempt Reports To: Principal

SUMMARY:

The Floater Teacher provides flexible, school-wide instructional support through guest teaching, co-teaching, intervention groups, classroom coverage, student supervision, and support for AXL Academy's daily academic and cultural routines. This role ensures continuity of instruction when classroom teachers are absent, supports targeted academic interventions, partners with teachers to strengthen instruction and classroom culture, and contributes to a safe, inclusive, and student-centered learning environment. Floater Teachers serve as guest teachers across grade levels and content areas, co-teach or push into classrooms as needed, facilitate small-group intervention and enrichment, support fieldwork and school events, and provide supervision during key transition and community times. This position requires flexibility, strong instructional judgment, collaboration, and a commitment to AXL Academy's mission, culture, and equity-based practices. Essential functions of the job may include but are not limited to the following: Guest Teaching and Instructional Coverage Serve as a guest teacher across grade levels and content areas when classroom teachers or instructional staff are absent. Implement lesson plans, instructional routines, classroom expectations, and learning activities to ensure continuity of instruction. Maintain a productive, safe, and inclusive classroom environment while serving in a guest teaching capacity. Use sound instructional judgment to adjust pacing, clarify directions, support student understanding, and respond to classroom needs. Communicate relevant classroom updates, student concerns, lesson progress, and follow-up needs to classroom teachers and school leadership. Support both planned and emergency coverage needs with flexibility and professionalism. Co-Teaching and Classroom Instructional Support Co-teach with classroom teachers to support whole-group, small-group, and differentiated instruction. Push into classrooms to provide additional instructional support, student engagement, classroom management, and behavior support. Collaborate with classroom teachers to reinforce lesson objectives, academic expectations, and student learning targets. Support project-based learning, expeditionary learning, fieldwork preparation, and hands‑on classroom experiences. Assist with academic differentiation, scaffolding, student conferencing, and formative checks for understanding. Help maintain strong classroom culture through consistent expectations, restorative practices, and positive student relationships. Intervention, Enrichment, and Small-Group Instruction Lead targeted intervention groups in reading, writing, math, or other academic areas based on student needs and school priorities. Provide small-group instruction, reteaching, enrichment, and academic support aligned to teacher direction, student data, and learning targets. Monitor student progress during intervention groups and communicate patterns, needs, and next steps to teachers and leadership. Support multilingual learners, students receiving additional academic support, and students needing differentiated instructional access. Reinforce foundational skills, academic confidence, productive struggle, and student ownership of learning. Use instructional resources, assessments, and school systems to support intervention planning and implementation. Supervision and Campus Support Provide supervision during lunch, recess, arrival, dismissal, passing periods, and other school‑wide transition times. Monitor hallways, bathrooms, shared spaces, and outdoor areas to support safety, behavior expectations, and smooth transitions. Support fieldwork trips by actively engaging with scholars, reinforcing expectations, and collaborating with classroom teachers. Maintain visibility and presence in student‑facing spaces throughout the school day. Respond to student needs calmly, professionally, and in alignment with school culture systems. Support school operations and daily coverage needs as assigned by leadership. Collaboration and Communication Communicate consistently with the Principal or designee to receive daily assignments, coverage needs, and schedule updates. Collaborate with classroom teachers, interventionists, Crew Culture Leaders, special education staff, multilingual learner staff, and instructional teams. Implement classroom strategies, student support plans, behavior plans, and academic accommodations as directed. Engage respectfully and professionally with all students, staff, families, and community partners. Adapt to changing responsibilities and schedules with flexibility, initiative, and a student‑centered mindset. Provide clear and timely communication regarding student learning, behavior, safety, and classroom coverage. Culture and Professional Engagement Attend all required staff meetings, professional development days, and school events, including Student‑Led Conferences, Expedition Nights, and community gatherings. Uphold AXL's restorative practices, equity‑based expectations, and commitment to inclusive learning environments. Build strong, trusting relationships with students across grade levels. Support a positive school culture through consistency, reliability, professionalism, and active participation in team responsibilities. Maintain confidentiality regarding student information, family communication, staff matters, and school operations. Model professionalism, flexibility, and a commitment to continuous improvement. Upholding the Vision: Engage Build meaningful relationships with students through consistent presence, responsiveness, and high expectations. Participate actively in school events, fieldwork, classroom activities, intervention blocks, and school‑wide routines. Support student engagement by creating welcoming, structured, and culturally responsive learning environments. Empower Reinforce classroom expectations, academic confidence, emotional regulation, problem‑solving, and student voice. Support teachers and students in creating productive, safe, and inclusive learning communities. Provide differentiated instructional support that helps students access grade‑level learning and build independence. Achieve Contribute to smooth school operations, consistent instruction, and strong academic support systems. Lead or support intervention groups that help scholars make progress toward learning targets. Assist in implementing academic, behavioral, and cultural supports that promote student success. Qualification Requirements: Required: Bachelor's degree from an accredited college or university. Valid Colorado teaching license, substitute authorization, or ability to obtain appropriate authorization as required by the school and state regulations. Experience teaching, guest teaching, co‑teaching, or providing instructional support in a school setting. Ability to follow lesson plans, lead classroom instruction, and adapt across multiple grade levels and content areas. Strong classroom management, student engagement, and relationship‑building skills. Ability to lead small‑group instruction and support academic intervention. Strong interpersonal, collaboration, and communication skills. Willingness to work across different roles, classrooms, grade levels, and school needs. Commitment to equity, inclusiveness, restorative practices, and school‑wide professionalism. Ability to pass required background checks and employment clearances. Preferred: Prior classroom teaching experience. Experience with intervention groups, differentiated instruction, multilingual learners, or special education support. Bilingual or multilingual skills. Familiarity with restorative practices, Expeditionary Learning, project‑based learning, or culturally responsive instruction. Proficiency with Google Suite, Chromebooks, student information systems, and educational technology tools. Experience using student data to inform instruction and intervention. Physical Requirements: Regularly required to sit, stand, walk, talk, hear, operate a computer, use hand‑held learning devices, and operate classroom or office equipment. Must occasionally lift and/or move up to 50 pounds. This position requires frequent movement throughout classrooms, hallways, shared spaces, outdoor supervision areas, and fieldwork settings. The role may include outdoor supervision, fieldwork participation, and active engagement with students throughout the school day. Expected Days: Floater Teachers are expected to be in person each day that school is in session, including professional development days, student‑led conferences, school events, fieldwork days, and other required school responsibilities. This position observes all scheduled school breaks and holidays. #J-18808-Ljbffr AXL Academy