Position Responsibilities Elementary School Educator Responsibilities + Foster a sense of student belonging by cultivating joy and purpose throughout the Elementary School. + Cultivate a caring and culturally responsive learning community in the classroom, taking into account the physical, emotional, and intellectual well-being of students. + Utilize the principles of Responsive Classroom to build a community where students feel valued, respected, and motivated to succeed. + Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum. + Design and implement engaging learning experiences that are collaborative, culturally responsive, and differentiated. + Employ high-impact instructional practices based on current pedagogical approaches to teach the curriculum. + Design and deliver engaging, differentiated lessons that align with curriculum standards and meet the academic and social-emotional needs of all students. + Regularly assess student progress through formative assessments and other data-driven tools. + Accurately and regularly assess student progress through formative and summative standards-based approaches. + Continuously monitor student learning and make appropriate modifications of goals and strategies to meet students’ needs. + Group students flexibly based on their individual needs, abilities, and assets, using data to inform grouping decisions. + Design quality formative, summative, and self-guided assessments that provide students with frequent feedback and communicate their growth and achievement. + Integrate technology in innovative ways in daily instruction to enhance learning. + Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions. + Demonstrate experience with current best pedagogical practices, teaching materials, and instructional strategies. + Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.). + Work closely with team members, PLC teams, and school administration to develop cohesive curriculum materials and establish common instructional goals and assessments. + Engage in team planning, curriculum review, budgeting, and other school-required activities as needed. + Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection. + Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals. + Experience with or interest in co-teaching in a flexible learning environment. + Engage in co-teaching practices with other members of the PLC and utilize learning community spaces with intention and flexibility. + Demonstrate an understanding of interdisciplinary teaching and learning. + Strive for continuous self-improvement as a lifelong learner. + Model the Core Values in your interactions with all members of the school community. + Cooperate with and participate in the planning and evaluation of the school program as needed. + Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.). + Connect with and be available to parents and students during and outside of school hours (in person and via email communication) Role-Specific Responsibilities + Effectively intervene to close specific skill gaps in literacy and numeracy + Use agreed upon assessments to identify student need and monitor progress + Implement accommodations, where necessary, to meet individual student learning needs + Write student learning plans with clear and measurable goals + Maintain up-to-date and accurate records of student progress and attendance + Use diagnostic assessment to determine students’ strengths and needs in literacy, numeracy, and/or executive function. + Write/update students’ Individual Education Support Plan using data to inform SMART goals + Plan data-informed interventions to support the development of reading, writing, math, and executive function skills. + Use a variety of progress monitoring strategies to monitor student progress toward their goals + Collaborate in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention. + Collaborate with PLC members, students, and parents to write Individual Education Support Plans with SMART goals as well as Individual Accommodation Plans + Collaborate with subject-area teachers and implement a broad range of strategies to support students in a co-taught, inclusive classroom Position Requirements & Qualifications + Bachelor’s Degree in relevant field + Master’s Degree in relevant field preferred + Teaching license or a degree in education + A certification in special education preferred + At least two years full time teaching experience preferred + Extensive experience working with students with a variety of learning differences + Experience differentiating instruction and assessment based on student learning needs + Experience tracking effectiveness of teaching strategies or interventions with the use of progress monitoring documentation + Experience with tiered supports including but not limited to Response to Intervention (RTI) framework or Multi-Tiered Systems of Support (MTSS) + Experience with a research based Social Emotional Learning curriculum + Experience writing asset based individual education plans using learning data + Comprehensive knowledge of current best practices in teaching early literacy and numeracy skills + Demonstrate proficiency in implementing strategies and interventions to support the development of executive function skills. + Extensive experience in collaborating in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention. + Must be confident in their ability to teach any student, and have a willingness to provide intervention regardless of the significance of disability or learning need(s) + Standards-based curriculum experience preferred + Excellent verbal and written English language skills + Confident technology skills for teaching and administrative tasks Working Requirements + Sponsoring and/or coaching after school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extra curricular activity. Each faculty member is expected to do a minimum of one category 1 activity or sport per year. + Mandatory attendance of school orientation, chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night"). + Attend Responsive Classroom professional learning (virtual), specified by the school, in the months prior to the official start of employment.