11Th Grade Math Teacher- High School

11th Grade Math Teacher

Reports to the Principal

10 month position

About Algiers Charter

Since our inception in 2005, Algiers Charter has proudly served as a staple in the educational community. From our very first day, we operated with the belief that all students can achieve educational success. We are a two-school organization, whose commitment to excellence and student achievement has never been stronger. As we forge a strategic path forward, we are seeking dynamic educational leaders with a proven track record of success to help take our organization to the next level.

The educational landscape in New Orleans is one that requires significant and unrelenting performance and accountability. Our strategic plan for 2023 and beyond has unique operational, staffing and instructional designs so if you are ready to share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means In This Position

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 of analyzing, synthesizing, hypothesizing, understanding and creating connections on a daily basis.

Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented people in the teaching profession. Continuous learning coupled with strong support that produces the best results for students in a positive working environment is expected. Success means improved student achievement, professional attitude, school-wide attainment of School Performance Score (SPS) goals and achieving the longest charter renewal available to Behrman.

Position Description & Expectations

Professional Learning, Development, and Growth for Teachers:

Teachers are expected to attend yearly professional development in the form of:

○ 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

Required

○ Performs other duties that may be required

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

• All or almost all students follow behavioral expectations and/or directions.
• All or almost all students complete instructional tasks, volunteer responses and/or ask appropriate questions.
• Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the teacher.
• 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.
• Performs other duties that may be required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

• 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.
• Performs other duties that may be required.
• 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 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

(Are all responsible for doing the thinking in this classroom?)

• Performs other duties that may be required.
• Students respond to and build on their peers’ thinking, ideas or answers.
• All or most all students provide meaningful oral or written evidence to support their thinking.
• All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.
• 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.
• Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

• Performs other duties that may be required.
• 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.
• Questions, tasks or assessments yield data that allow the teacher to assess students’ progress toward learning goals and help pinpoint where understanding breaks down.
• Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

Qualifications

• Belief in the Algiers Charter mission and educational model
• Desire and ability to succeed in a student-friendly, detail-oriented, community environment.
• Bachelor’s Degree in Education or a related area of study
• Valid Louisiana Teaching Certificate with Louisiana Certification Preferred
• Open to professional learning, formal/informal observations, and feedback
• Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)
• Two years of teaching experience preferred