Job Purpose:

To provide an appropriate educational atmosphere which encourages positive student learning and to participate in a dynamic setting with other classroom teachers, administrators, instructional teams and other staff members in the development and implementation of the school’s programs and goals as they relate to history.

Qualifications:

1.  Bachelor’s degree from an accredited institution; and

2. California Single Subject Credential or enrollment in an accredited university intern program desired but not required.

3. Two to three letters of recommendation that have been written within the past year (one of these letters should be from your current supervisor or immediate preceding supervisor).

4. Current CPR certification and TB test.

Knowledge, Skills, Ability:

• Knowledge of prescribed high school curriculum and its respective course implementation (as it relates to the University of California A-G requirements).  
• Ability to communicate effectively using written and oral communication skills 
• Knowledge and implementation of prior and current research as it applies to content area
• Basic knowledge of administering technology (applications, programs, and platforms) that elevate understanding of content areas; planning and organizational skills
• Effectively manage the classroom, supervise and motivate students
• Skill in analyzing, diagnosing, and evaluating student progress, programs, and course curriculum
• Able to employ varied learning styles and theories to maximize learning
• Use effective, positive interpersonal skills
• Possess working knowledge of College Board AP curriculum, PSAT/SAT/ACT preparation and diagnostics
• Familiarity with programs such as Google Drive, Excel, Edmodo and Word
• Familiarity with MLA and APA styles of writing and composition; including college onboarding processes.

Job Duties and Responsibilities:

• Works with administrators and instructional teams to plan and implement hands-on programs and activities for students and the school.
• Participates in a cooperative effort with faculty and staff to plan, compose, implement and evaluate programs of continuing school improvement
• Fosters a classroom climate conducive to learning.
• Plans instruction, sets goals and implements the specified curriculum for grades 9, 10, 11 and 12.
• Assist all students in achieving academic standards and establishing high expectations.
• Prepares students for AP level coursework; infuses curriculum with relevancy to the SAT/ACT
• Monitors students’ progress towards achieving instructional objectives and goals.
• Works with students, instructional teams, parents and administrators to develop individual learning plans, independent study programs and academic remediation processes.
• Utilizes classroom management techniques conducive to an effective classroom climate.
• Maintains complete and accurate student academic and disciplinary records.
• Shows sensitivity to students, parents and the community and promotes student self-esteem.
• Maintains professional relationship between school and parents.
• Maintains contact with parents through parent-teacher conferences, telephone, or written communications.
• Encourages parental involvement through school activities, connecting home and school.
• Integrate the use of technology and multimedia in the classroom.
• Follow federal and state laws, as well as the letter and the spirit of the Private and the Governing Board policies and directives from the Principal/Designee.

MINIMUM PERFORMANCE EXPECTATIONS

Programs of Study

Bases instruction on adopted curricular for the school and the charter; demonstrates accurate and current knowledge in subject field; develops appropriate lessons to teach instructional objectives; employs a variety of instructional strategies to augment achievement; uses content scope and sequence in planning.

Classroom Climate

Provides an atmosphere conducive to learning consistent with established school discipline procedures; encourages students’ attendance; sets high positive expectations for student performance; accommodates individual learning differences.

Management Systems

• Organizes teaching strategies to maximize allocated instructional time to increase student learning.
• Provides relevant examples and demonstrations to illustrate concepts and skills; provides instructional pacing that ensures student understanding.
• Incorporates higher level thinking skills; provides remediation activities for students; integrates a variety of technology applications and learning tools to augment student achievement.

Student Progress

Gathers, stores, and monitors data related to student learning for use in assessing progress toward achieving the instructional objectives.

Communication

Communicates with students, parents, educational personnel, and others; communicates regularly and effectively with students, co-workers, parents/guarding, and the community, and exhibits appropriate interactive skills; follows confidentiality procedures regarding students, parents/guarding, and fellow staff members.

Professional Work Habits

Demonstrates behavior that reflects established professional responsibilities (i.e. attendance, punctuality and verbal/nonverbal communication); adheres to established laws, policies, rules and regulations; interacts appropriately with students, other educational personnel, and parents.