Advisor/Teacher

The successful candidate will be an essential part of creating the structure of this new small school. They will be a part of both the design team and advisory board, working with parents, students, and community to build a quality program. In its first year, the school will serve under 200 adolescents, grades 6-9. Staff will design and facilitate a self-directed project-based curriculum that is engaging, rigorous and relevant, and that strengthens relationships, teamwork and leadership. The project-based structure emphasizes responsibility, flexibility and choice. This structure gives students individual attention—works from their interests and abilities and provides necessary supports to achieve high academic standards. Students will develop marketable communication, citizenship, and life skills, while learning all essential knowledge and skills in each of the core subjects outlined by the state standards. Staff will be responsible for facilitating interdisciplinary learning, rather than focusing on specialized content areas. Students leaving the program will successfully meet state requirements for graduation, pass the Calif. High School Exit Exam (CAHSEE), and be college-ready self-directed learners.

QUALIFICATIONS REQUIRED:

• Current California State teaching certificate with multiple secondary endorsements.
• Previous satisfactory performance evaluations and positive recommendations.
• Successful experience teaching in an alternative learning setting.
• Working knowledge of grades 6 – 12 Calif. Content and Performance Standards.

QUALIFICATIONS PREFERRED:

• Evidence of training or successful experience in interdisciplinary and experiential, project-based learning.
• Demonstrates appreciation for and sensitivity to the diversity among individuals, and has successful experience addressing the needs of diverse learners, especially youth who have not been successful in traditional high school settings.
• Knowledge of and a willingness to participate in professional development practices that involve practitioners as adult learners and as experts, including action research, lesson study, or “critical friends” protocols such as looking at student work.
• Curricular expertise with best educational practice in at least two key content areas at the secondary level, as well as some knowledge of adolescent literacy across the curriculum.
• Understands and can apply a variety of research-based strategies to accurately assess student performance—understands competency-based instruction, able to determine diagnostic information needed for student growth, create useful rubrics for performance assessment, and understand standardized tests and their results.
• Demonstrates a high level of computer proficiency and has experience with appropriate instructional technologies.
• Evidence of holding high standards for students, and positive expectations that all students can perform at high levels.
• Successful experience collaborating with families as well as diverse community youth agencies and professionals.
• Ability to motivate and instruct students of all ability levels with emphasis on providing for individual learning styles and personalizing learning for every student.
• Evidence of maintaining a positive, productive learning climate within the classroom as well as with parents and colleagues.
• Demonstrates communication skills that are clear, direct, responsive, and effective for a wide range of audiences.
• Understands leadership and learning styles—willing to utilize a personality inventory.
• Exhibits a knowledge and awareness of the context of student learning—applying brain research, creating a culture for lifelong learning, accommodating student differences in cognition and development, recognizing student needs in instruction.
• Clearly articulates a personal set of values and goals pertaining to education.

 JOB DESCRIPTION:

The successful candidate for the Small Project-Based Secondary School will be expected to:

• Perform as a generalist first, and a specialist second, responsible for advising students in all facets of their high school education.
• Make a commitment of time and energy to open a new school.
• Participate in the development and implementation of a shared mission and vision, actively shaping the school’s culture.
• Attend all Small High School professional development trainings and school related activities as appropriate.
• Participate as a member of the Small High School Design Team.
• Attend advisory board meetings and collaborate with the school advisory board for ongoing program improvement.
• Act as a spokesperson for the school, enhancing the school reputation by promoting a positive image.
• Recruit and retain students and teachers for the school.
• Evaluate individual value-added growth via: performance measures, standardized and state mandated tests, surveys of students and parents, student and parent interviews, longitudinal studies.
• Be committed to success for all students, analyze assessment results to guide instructional decisions, and work with students to formulate Personal Learning Plans.
• Participate in shared decision-making, based upon data, school mission and climate.
• Ensure maintenance of high quality and integrity of program with focus on Purpose, Engagement, Rigor, and Results while maintaining a high level of professionalism and integrity in performing all duties.
• Contribute to a positive, informed climate for collegial teaching and learning. Be a team player, establishing and maintaining cooperative professional relationships with students, parents, colleagues, and community members.
• Create an atmosphere where cultural diversity is a strength and have the attitude that we will meet the needs of any child who enters our school.
• Incorporate technology in the instructional process.
• Develop work-based learning components for students as appropriate.
• Understand the need for and develop processes for the inclusion of community service projects.
• Celebrate successes.
• Perform other duties as assigned.

Please Note:

During the planning phase, the candidate will work on a regular basis with founding team on phases of start-up, including, but not limited to: recruitment of students; creation of grounding documents for student work, assessment, school-wide data, community outreach, and parent information; training and study with instructional coach specializing in self-directed, project-based learning; facilities planning; site visits to exemplary project-based schools in the EdVisions network; and participation in summer professional development. 

Application Process
All applicants must furnish a completed EdJoin application (http://www.edjoin.org/viewPosting.aspx?postingID=273325&countyID=43), copies of transcripts, three current letters of recommendation, a valid teaching credential and a letter of interest. All hires are conditional on meeting the requirements of a satisfactory criminal background check. South Bay Preparatory Charter School is an equal opportunity employer and does not discriminate on the basis of race, color, religion, national origin, gender, or disability.