Expeditionary Learning - Employment Opportunity Details

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Expeditionary Learning Partner School Openings

Palouse Prairie School of Expeditionary Learning, Moscow ID

Position: Elementary Teacher

Grades: Multiage 3-4

Description of Position: Palouse Prairie School of Expeditionary Learning (PPSEL) seeks a dynamic and committed teacher to contribute to the development of a new, high performing public elementary charter school for the 2010-2011 school year. Successful candidates will demonstrate evidence of engaging students in rigorous academics and strong character development through the use of practices aligned to Expeditionary Learning School's framework.

Moscow, Idaho is located in the rolling hills of the Palouse region in the Pacific Northwest. A city known for its commitment to the arts and environment, it is also home to Idaho's land-grant university, the University of Idaho. For more information about Moscow, please visit: http://www.moscow.id.us

Successful candidates will possess:

Strong knowledge of and ability to implement researched-based literacy teaching practices
Ability to offer every child, regardless of race, ethnicity, gender, socio-economic status, or home language, an opportunity to enter the curriculum at the child's own level.
Knowledge of child development as well as various learning styles and capability to implement this knowledge in a caring and collaborative community.
Ability to develop and implement a curriculum that is inquiry and project-based, utilizing views from multiple perspectives, purposeful fieldwork in the community, and service to others.
Strong desire for self-reflection and continual improvement of professional practice.

MINIMUM QUALIFICATIONS

Bachelor's degree; Master's degree preferred
Idaho Teaching Certificate with an Elementary Education endorsement
Elementary education experience preferred
Experience or knowledge of Expeditionary Learning school model highly sought

GENERAL PERFORMANCE RESPONSIBILITIES

Develop and implement curriculum consistent with PPSEL principles and Idaho Content Standards
Work with school leadership to evaluate school performance and set school improvement goals
Employ a range of effective instructional practices to give students the support they need to complete expeditions and meet standards
Provide students and families clear and instructive information about student progress
Establish communication rapport with students, parents, teachers, and community leaders
Collaborate with other Palouse Prairie School teachers to improve own and others' instructional practices
Actively participate in professional development with other PPS teachers, the school director, and Expeditionary Learning Schools staff
Identify problems and find innovative solutions
Engage in personal growth and development
Contribute talents to enrich the school and community

SALARY: $32,000.

BENEFITS INCLUDE:

Health Insurance
PERSI retirement benefits
On-site professional development through Expeditionary Learning school designer (8 days)
Up to three (3) off-site professional development opportunities at Expeditionary Learning Institutes, Site Seminars, and school visits (courses, airfare, lodging, and substitute teacher provided)

Description of School: PPSEL is a K-5 charter school currently in its first year. For the 2010-2011 school year, we will be expanding into the 6th grade and will utilize multigrade groupings to form two 1-2 classes, a 3-4 class, and a 5-6 class. The school is rooted in high standards of learning and best teaching practices as well as a strong emphasis on school culture and community. Teachers work to organize a rigorous curriculum around interdisciplinary units where collaboration, assessment, and an ethic of service are integral to the school design. Active pedagogy is supported by work with teaching partners through a school culture that practices shared leadership, reflection, and on-going professional development. Equity and high expectations for every student is fostered in a safe, respectful and orderly community, and through the engagement of families in the life of the school.

How to Apply: Please submit cover letter, resume, and three professional references to Summer Clayton at sclayton@palouseprairieschool.org.

Employment application, copy of certification, and copies of college transcripts due upon request. Applications can be found on our website, http://PalousePrairieSchool.org

This posting will remain online until 04/02/10 .

Monroe Consolidated School, Monroe, NH

Position: 6-8 Humanities/Special Education Teacher with experience in Experiential Teaching and Learning

Grades: 6-8

Description of Position: We are looking for the ideal candidate to co-teach on a 6-8th grade team of 26 students. Responsibilities include lead-teaching Language Arts and Social Studies through a curriculum that consists of project-based, integrated and thematic studies formats. The ideal candidate will direct the integration of students with learning differences into the whole-team curriculum.

Experiences should include the design and implementation of integrated units, curricula themes and experiential learning. The ideal candidate will be a team orientated professional and will be familiar with upper level elementary students.

Generous summer planning and professional development time will be available to ensure success of our pilot year as an Expeditionary Learning School.

The Monroe Consolidated School offers a competitive salary and benefits as well as substantial support for professional development.

Description of School: The Monroe Consolidated School, a public PK-8th grade Elementary School, is set in a beautiful valley that fronts the Connecticut River while sitting in the foothills of the stunning White Mountains of New Hampshire. We are entering our Pilot Year as an Expeditionary Learning School and are looking for the right team member.

How to Apply: Please send three current letters of reference, resume, certifications (or letter stating you are eligible for NH Certification) and a compelling letter of interest to:

Tom McGuire, District Administrator
77 Woodsville Rd.
Monroe, NH 03771

This posting will remain online until 06/30/10 .

Roots and Wings Community School, Questa, NM

Position: Middle School Teachers Sought

Grades: 5-8

Description of Position: We have two teachers that are "expecting", so we are expecting openings!

OPENINGS:

Dual-Certified Licensed Teacher--with SPED endorsement
Dual Certified Licensed Teacher--able and excited to teach two subjects at the middle school level.

SEEKING: high energy, positive, adventurous, communicative professionals to join the team at Roots & Wings Community School (RWCS). RWCS is an innovative, small, Expeditionary Learning charter public middle school that has served students in grades 5-8 in gorgeous rural northern New Mexico since 2001.

At Roots & Wings, "we are crew, not passengers": you can count on long hours and rewarding days as we grow the school together. This is a rare place where your voice and vision can help shape the school. The educational team develops curriculum collaboratively and each educator must be passionate to teach their subject matter and embrace the school's emphasis upon integrating all subjects. Wilderness trips, overnight solos, service learning, community engagement, and public displays of learning are regular parts of the school year.

Description of School: This is not your typical school, and we are not looking for typical people. COMMUNITY is the word that defines the teaching environment at Roots & Wings. RWCS is located in a very rural mountain & farm environment in Lama, NM 15 miles north of Taos. Employees often live within walking distance of the school, and dirt roads connect the school to forests, mountains, farm and ranch. They are teachers, planners, mentors, adventurers, and whatever else the moment demands. COUPLES ARE ENCOURAGED TO APPLY.

How to Apply: IF INTERESTED: Please visit and familiarize yourself with our web site at www.rwcs.org and with elschools.org. Get to know what Roots & Wings Community School and Expeditionary Learning are all about. Also research the Taos/Questa area to ensure that the rural location is a suitable. This is not your average school, and a match of vision, pedagogy--and even lifestyle-- is needed for success. Dirt roads, goats in the school bus, occasional lapse in running water, and wide-open spaces should sound appealing, not daunting.

This posting will remain online until 04/15/10 .

LEAD Academy public charter school, Nashville, TN

Position: School Director--High Schools

Grades: 7-9 (will grow to 7-12 one grade per year)

Description of Position: LEAD Academy high school (currently 7-9, but growing through 12th grade one grade per year) is seeking a dynamic, committed School Director to lead the continued development of our high performing high school. The successful candidate will use the Expeditionary Learning Schools design as the framework to ensure high academic achievement, character development, and community involvement for all students within a diverse population.

Duties and Responsibilities:

The School Director is responsible for the overall administration and management of LEAD Academy including, academic programs, school vision, school design, staffing, and culture development. Areas of responsibility include planning and evaluation, policy development and administration, personnel and fiscal management, and parent and community relations. This full-time position reports to the LEAD Public Schools CEO.

(1) School Culture and Personnel

Create an effective team responsible for attaining school goals and committed to achieving excellence
Lead teachers and school staff in developing a school culture and family relationships that promote the school's mission and values
Develop leadership team and leadership capacity to support school success
Continually monitor progress across all measures of school and staff performance
Recruit, select, and hire all school staff, including teachers and school-based support staff
Oversee development and implementation of personnel policies and actions

(2) Student Performance

Develops school goals and objectives and ensures that they are defined, communicated and executed at every level (i.e. sets and communicates school and classroom BHAGs).
Sets challenging goals for self, students and staff members and monitor progress
Work with teachers to continually assess and evaluate teaching performance and results
Work with parents to achieve maximum involvement in support of student performance and success
Ensure that a focus on continuous improvement addresses the achievement of all students

(3) Instructional Management

Assume responsibility for fully implementing the Expeditionary Learning design in a high performing school.
Create a professional community that focuses on curriculum and instruction as the primary vehicles for improving student achievement and school culture.
Manage and evaluate the teaching team
Provide instructional leadership to advance proven teaching and learning practices
Observe classes regularly
Lead data-driven discussions about student performance
Select, promote, and develop staff of diverse backgrounds who meet job requirements, meet performance goals, fit well with the LEAD culture, and complement the existing team.
Supervise and mentor teachers in collaboration with instructional leadership.
Oversee the successful implementation of professional development programs to meet the needs of instructional and non-instructional staff at all levels of development.
Provide staff with feedback, coaching, opportunities, and resources to improve their instructional and leadership skills.
Model a commitment to on-going professional development by participating fully in Expeditionary Learning's on-site work and off-site conferences, institutes, summits, regional programming and Outward Bound courses.

(4) School Management and Administration

Develop organizational goals and objectives consistent with the mission and vision of LEAD Academy
Monitor and evaluate the effectiveness of programs and management systems to support the school's mission and goals.
Oversee all programs, services, and activities to ensure that program objectives are met
Ensure compliance with full scope of government regulatory requirements
Manage student recruitment and enrollment process
Ensure a safe and orderly environment
Work with the operations team and staff to optimize school operations
Collaborate with LEAD Public Schools staff to provide college placement and related support for school alumni

(5) Fiscal

Develop budget in collaboration with the LEAD Public Schools CEO and the school leadership team
Manage and implement board-approved budget at the school level
Ensure compliance with LEAD Public Schools, Metro Nashville Public Schools, and Tennessee State fiscal policies and requirements.

Qualifications

Previous school leadership experience as a School Director, assistant principal, or dean
A "Whatever it Takes" commitment to student growth and learning
Demonstrated success teaching students inunder servedd communities
Demonstrated success developing school programs and school culture
A passion for being part of a team-oriented, mission-driven school culture
Demonstrated success managing staff through planning, motivating, rewarding, and providing targeted feedback and professional development
Extreme flexibility to accommodate multiple priorities and a strong work ethic to accommodate a high level of responsibilities
Articulate, professional demeanor with strong self-confidence and initiative
Experience implementing Expeditionary Learning or similar school reform model.
The personal qualities and experience to lead by example within the context of the LEAD mission.
Communication and interpersonal skills to provide clear leadership within a highly collaborative school environment.
Experience supervising and evaluating staff.
Experience managing schedules and budget to reflect a school vision.
Proven experience as an instructional leader and staff manager.

Description of School: LEAD Academy began 3 years ago as a fifth and sixth grade program. We have expanded to the current capacity of fifth through eighth grades. Each year we will add a grade level until we have grown to full capacity as a 5th through twelfth grade program.

At LEAD Academy we firmly believe that every student has the potential to graduate from high school, attend a 4-year college/university, and commit to adopting a "Whatever it Takes" attitude toward making this a reality. Therefore, it is our vision that 100% of LEAD Academy students will graduate from high school and be accepted to a 4-year college/university.

Over time, LEAD Academy's students, staff, and families will help transform the educational expectations of our community, creating a national model for excellence in urban education and neighborhood redevelopment, and prove that all students can graduate from high school and be accepted to a 4-year college/university if given the proper support, training, and education.

As an Expeditionary Learning School we strive to organize our curriculum around interdisciplinary learning expedition and as such, collaboration, cooperation, and teamwork are integral components of our school. Through ongoing professional development Lead staff members are supported in engaging in active pedagogy practices. Fieldwork, service-learning, capstone projects, student-led conferences, exhibitions of student work, Saturday school, and crew/advisory, and a strong ethos of family involvement are just a few of the features all contribute to a school culture of respect, responsibility, and engagement in learning.

How to Apply: Interested candidates should send a resume and cover letter to info@leadacademy.org or send it via regular mail to LEAD Academy, 1704 Heiman Street, Nashville, TN 37208.

This posting will remain online until 08/01/10 .

Denver Venture School , Denver, Colorado

Position: Head of School

Grades: High School

Description of Position: Organizational Leadership and Community Outreach (50%)

Organizational Leadership

Supervise the Chief Operating Officer and oversee the fiscal management of the school.
Align the uses of time, money, and materials to the school's instructional priorities.
Supervise the Director of Development and ensure sufficient resources for the school by leading and supporting significant fundraising efforts.
Enthusiastically and aggressively seek resources for the school.
Oversee all personnel matters.
Oversee facility management with the support of the Chief Operating Officer.

Community Outreach

Serve as the primary point of contact with the Board of Directors and the Advisory Board.
Lead student recruitment efforts and ensure full enrollment each year.
Cultivate strong partnerships with community organizations and regional and national partners.
Cultivate strong partnership with the business community.
Foster a cooperative relationship with Denver Public Schools.

Instructional Leadership (50%)

Educational Design, Development and Leadership

Assume responsibility for fully implementing the Expeditionary Learning design in a high performing new small high school.
Successfully integrate a unique business curriculum with the core academic program of the school. Foster explicit connections between entrepreneurship and academic success.
Deliver the academic preparation and requisite support for all students to be college ready.
Effectively use student achievement data to continually refine and improve the academic program.

Staff Selection and Retention

Recruit, retain and lead a highly skilled professional staff.
Create a professional community that focuses on curriculum and instruction as the primary vehicles for improving student achievement and school culture.
Motivate teachers to continue to develop their content knowledge and instructional repertoire, and provide the appropriate resources.
Work closely with the school designer and instructional guide to plan professional development and maximize the benefit of off-site professional development opportunities.
Model a commitment to on-going professional development by participating fully in Expeditionary Learning's on-site work and off-site conferences, institutes, summits, and regional programming
Model effective instructional practices in staff meetings professional development sessions, and team meetings.

Cultural Leadership

Intentionally build a school culture that evidences high expectations for integrity, accountability and academic drive for both students and adults.
Ensure a safe, supportive and productive environment for students, staff, and families. Create discipline policies and standards for implementing those policies. Support faculty in enforcing discipline.
Effectively and regularly communicate with students, staff and families.
Demonstrate cultural competencies in managing a multi-cultural institution.
Support the Crew (advisory system) and lead a crew.

Qualifications

Education

Masters degree in education.
Possession of or ability to obtain administrative license desired but not required.
Strong knowledge of Expeditionary Learning or similar school reform model.
Evidence of training and practitioner experience in project-based learning and reading and writing across the curriculum.
Training in or knowledge of basic business education.

Experience

Minimum of three years teaching experience or other in-school experience.
Proven success with raising academic achievement with a diverse student population.
Proven experience as an instructional leader.
School start-up or re-structuring experience highly desirable.
Experience managing schedules and budget to reflect a school vision.
Experience supervising and evaluating staff.

Personal Qualities

Visionary leadership.

Passion for innovative education.
Relentless drive for high levels of student achievement.
Strong communication and interpersonal skills.
Ability to form productive relationships with a highly diverse group of students, families, and staff.
Willingness to be held accountable for school performance.

Description of School: The Denver Venture School announces an exciting opportunity for an exceptional educator to lead an early stage charter high school through its next phase of development. Opened in August 2008, and located in central Denver, DVS currently serves 9th and 10th graders and will be adding an 11th grade in 2010. The school offers students a rigorous college preparatory education with a special emphasis on business and entrepreneurship. Many of our students come to us significantly below grade level, and we aspire to have all our students graduate at grade level proficiency and be prepared for four-year colleges. Through our unique entrepreneurial curriculum, all students also have the opportunity to create and operate their own small businesses as part of their coursework.

DVS has formed a partnership with Expeditionary Learning, and uses this model of instruction to both push for high academic achievement and to teach character development for all students within a diverse population. Expeditionary Learning is a whole school design that emphasizes active and engaging instructional practices that promote equity and high expectations and rigorous in-depth curricula. Practices that build school culture and foster character and structures that provide time for student and adult learning and for knowing students well are also central to the design.

This developing high school has received support from the Bill and Melinda Gates Foundation, the Walton Foundation, the Piton Foundation, the Rose Community Foundation, the Daniels Fund, and numerous other leading philanthropic organizations. A dedicated Board of Directors has been in place for four years and continues to diligently support the school.

How to Apply: Interested candidates should send a letter of interest, resume, and statement of educational philosophy to:

Marcy Heronimus
Chair of the Board
Denver Venture School
mheronimus@shermanhoward.com

The position will be open until filled, however preference will be given to candidates who submit their application materials prior to March 26, 2010

Denver Venture School will offer a competitive salary and benefits.

This posting will remain online until 07/01/2010 .

Monarch Academy Charter School, Glen Burnie, MD

Position: Teacher (Elementary)

Grades: 1st and 2nd grade

Description of Position: Teaches elementary school pupils academic, social and manipulative skills. Maintains order in classrooms, halls and on playground. Encourages students. Promotes cooperative behavior. Counsels pupils when adjustment and academic problems arise. Discuses pupils academic performance and behavior with parents and suggests remedial action. Maintains required records. The Monarch Academy is a Transformation Education (TranZed) and an Expeditionary Learning School. Learning expeditions are the primary way of organizing curriculum, linking projects that require students to construct deep understandings and skills and to create products for real audiences. Teaches Grade 1 then "loops" to Grade 2

These examples are illustrative and not all inclusive:

Plan, prepare and present lesson plans, assignments, and instructional materials to students.
Design, implement and evaluate expeditions as the primary means of organizing curriculum. Expeditions must align with district and state standards, the school curriculum map, as well as portfolio and graduation requirements.
Employ arrange of effective instructional practices to give students the support they need to complete projects and meet standards.
Develop lesson plans that ensure that instruction is paced well, encourages all students to think, engages all students in productive work throughout the class period, and ensures smooth classroom management.
Give students and families clear and instructive information about student progress in all progress reports.
Choose instructional practices, compelling topics and projects that promote character development.
Participate in adventure activities with students.
Be willing and able to collaborate with peers in the development of curriculum and school structures.
Establishes, teaches and enforces rules for behavior, policies and procedures to maintain order among the students.
Establish effective structures for classroom management and progress reporting for your classroom that aligns with the school's Code of Character and reporting systems.
Provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of children.
Confers with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Maintains accurate and complete student records, and prepares reports on children and activities as required by laws, district policies and administrative regulations.
Attends professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence.
Model and promote practices that promote school culture and foster character development and ensure a safe, supportive, and productive environment for students, staff, and families
Participates and develops Culture Card Meetings daily
Promotes and aligns the blending of TranZed, EL, and AACPS principles and practices.

Description of School: Monarch Academy Public Charter School is a tuition-free public charter school serving children K-8 in Anne Arundel County. The school's mission is to educate all students to be self-motivated, creative, critical thinkers and life-long learners who are productive contributors to the global community in the 21st century. Monarch Academy is a place where children are encouraged to think critically, to question, reflect and participate in a rigorous, highly interactive instructional program that integrates arts and technology across the curriculum.

How to Apply: All prospective candidates must apply through Anne Arundel County Public Schools at www.aacps.org. Please include a cover letter and resume stating your interest in Monarch Academy.

This posting will remain online until 06/30/2010 .

Monarch Academy Charter School , Glen Burnie, MD

Position: Middle School Teachers (Math, English, and Science)

Grades: 6th Grade

Description of Position: Provides for instruction of students by developing, selecting, and modifying instructional plans and materials and presenting them using instructional techniques which meet the needs of all students. Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of students. Supervises students in a variety of school-related settings and activities. Monitors and evaluates student performance. Develops and implements plans to improve student performance. Maintains required records and follows required procedures and practices. The Monarch Academy is a Tranformation Education (TranZed) and Expeditionary Learning School. Learning expeditions are the primary way of organizing curriculum, linking projects that require students to construct deep understandings and skills and to create products for real audiences.

These examples are illustrative and not all inclusive:

Models and promotes practices that build school culture and foster character and ensure a safe, supportive, and productive environment for students, staff, and families.
Teaches Grade 6 as a part of a three person team in conjunction within the EL Design.
Participates and develops in daily Culture Card Meetings.
Promotes and aligns the blending of TranZed, EL, and AACPS principles and practices
Plan, prepare and present lesson plans, assignments, and instructional materials to students.
Design, implement and evaluate expeditions as the primary means of organizing curriculum. Expeditions must align with district and state standards, the school curriculum map, as well as portfolio and graduation requirements.
Employ arrange of effective instructional practices to give students the support they need to complete projects and meet standards.
Develop lesson plans that ensure that instruction is paced well, encourages all students to think, engages all students in productive work throughout the class period, and ensures smooth classroom management.
Give students and families clear and instructive information about student progress in all progress reports.
Choose instructional practices, compelling topics and projects that promote character development.
Participate in adventure activities with students.
Be willing and able to collaborate with peers in the development of curriculum and school structures.
Establishes, teaches and enforces rules for behavior, policies and procedures to maintain order among the students.
Establish effective structures for classroom management and progress reporting for your classroom that aligns with the school's Code of Character and reporting systems.
Provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of children.
Confers with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Maintains accurate and complete student records, and prepares reports on children and activities as required by laws, district policies and administrative regulations.
Attends professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence.

How to Apply: All prospective candidates must apply through Anne Arundel County Public Schools at www.aacps.org. Please include a cover letter and resume stating your interest in Monarch Academy.

Forward a copy to Maurine Larkin, Principal at larkinm@monarchcharter.org

This posting will remain online until 06/30/2010 .

Monarch Academy Charter School, Glen Burnie, MD

Position: Media Specialist

Grades: K-8

Description of Position: Oversees and participates in the daily functions, operations and services of a school library media center. Assists students, teachers, and others in researching/locating materials and information. Assists in developing and strengthening the total school library media program. Supervises staff assigned to the school library media center. Responsible for providing all library media services at the assigned school.

The Monarch Academy is a Transformation Education (TranZed) and Expeditionary Learning School. Learning expeditions are the primary way of organizing curriculum, linking projects that require students to construct deep understandings and skills and to create products for real audiences. These examples are illustrative and not all inclusive: Analyzes needs and interests of patrons of the school library media center. Assists in evaluating and selecting materials. Determines methods and techniques for the physical preparation and maintenance of materials of the school library. Plans shelving arrangements and procedures. Establishes circulation systems for all types of materials.

Assists patrons with reference questions in locating materials and/or researching special subject area information using CD-ROM Databases, remote dial-in databases and Internet. Administers the library's media center's interlibrary loan program. Assigns tasks and supervises the daily clerical/technical routines of the library media center. Oversees school library media center acquisition process including rate of expenditure and receipt of materials ordered. Makes recommendations on purchase, lease or rental of equipment necessary for the smooth and efficient operation of the school library media facilities. Works with library media division staff to strength school library media programs. Teaches students proper use of library. Operates audiovisual instruction devices. Assists in planning, developing and conducting in-service programs for teachers and in educating students. Catalogues, classifies and prepares all books, journals, videos and videodiscs for circulation. Enters cataloging data into either the McGraw-Hill Library System or into mainframe computer. Manages library LAN including computers, printers, CD-ROM units (individual and tower).Serves as an Internet specialist to assist teachers and students. Performs other duties as assigned.

* Strong background in technology

* Provide instruction to students in Technology in conjunction with Expeditionary Learning

*Models and promotes practices that build school culture and foster character and ensure a safe, supportive, and productive environment for students, staff, and families.

*Participates and develops in daily Culture Card Meetings

*Promotes and aligns the blending of TranZed, EL, and AACPS principles and practices

How to Apply: All prospective candidates must apply through Anne Arundel County Public Schools at www.aacps.org. Please include a cover letter and resume stating your interest in Monarch Academy.

Forward a copy to Maurine Larkin, Principal at larkinm@monarchcharter.org

This posting will remain online until 6/30/2010 .

Monarch Academy Charter School, Glen Burnie, MD

Position: Special Education Teacher

Grades: K-8

Description of Position: The Special Education Teacher provides direct and indirect instruction to students with disabilities and consults with other school personnel in the planning, delivery, and evaluation of special education services provided in the Least Restrictive Environment. The area of concentration will be for those students receiving services in regular schools.

The Monarch Academy is a TranZed and Expeditionary Learning School. Learning expeditions are the primary way of organizing curriculum, linking projects that require students to construct deep understandings and skills and to create products for real audiences. The Special Education teacher provides direct and indirect instruction to students with disabilities and consults with other school personnel in the planning, delivery and evaluation of special education services provided in the Least Restrictive Environment. The area of concentration will be for those students receiving services in regular schools. The Special Education teacher encourages students and promotes cooperative behavior. The Special Education teacher counsels pupils when adjustment and academic problems arise. The teacher discusses pupils' academic performance and behavior with parents and suggests remedial action. Provides and supervises a child-centered environment in which a wide variety of lessons and planned experiences are used to teach or coach students to the school system and state expectations.

These examples are illustrative and not all inclusive:

Models and promotes practices that build school culture and foster character and ensure a safe, supportive, and productive environment for students, staff, and families.
Participates and develops in daily Culture Card Meetings
Promotes and aligns the blending of TranZed, EL, and AACPS principles and practices
Provides direct instruction to students with disabilities.
Develops lesson plans and instructional materials and provides individualized and group instruction in order to meet the needs of each pupil as stated on the I.E.P.
Develop lesson plans that ensure that instruction is paced well, encourages all students to think, engages all students in productive work throughout the class period, and ensures smooth classroom management.
Choose instructional practices, compelling topics and projects that promote character development.
Assess the progress of students on a regular basis utilizing tests, measurements and observation skills and/or modified-adapted assessment devices.
Provides progress reports as required.
Conducts educational assessments.
Serves as a member of the school IEP team.
Assists in the planning and development of student Individualized Education Program (IEP).
Facilitates the implementation of special education services in the Least Restrictive Environment (LRE).
Assists in organizing and implementing a continuum of appropriate service delivery options for students with disabilities.
Provides consultation and support to general education teachers regarding implementation of Individualized Education Programs (IEPs), reasonable modification, etc.
Consults and confers regularly with colleagues regarding the educational, social, physical or emotional goals and objectives of students.
Consults regarding MOI, equipment and instructional strategies appropriate for students with disabilities.
Supervises teacher assistants supporting the instruction of students with disabilities.
Remains knowledgeable of current trends and practices in the field of special education.
Communicates with parents through conferences, IEP meetings and other means to discuss pupil's progress and the Individualized Education Program.
Maintains accurate, complete and correct records, case files, etc. as required by program regulations, Board policies and federal, state and local laws.
Establishes and maintains standards of pupil behavior needed to achieve a functional learning atmosphere in the classroom.
Attends and actively participates in staff/faculty meetings.
Provides input regarding the planning of instructional goals, objectives and methods of instruction for students with disabilities.
Improves his/her own professional growth through an on-going program of reading, workshops, seminars, in-service activities conferences and/or advanced coursework at universities, colleges, institutions of higher education.
Attends training related to Expeditionary Learning, Transformation Education and works collaboratively with MACS teachers.
Design, implement and evaluate expeditions as the primary means of organizing curriculum. Expeditions must align with district and state standards, the school curriculum map, as well as portfolio and graduation requirements.
Participate in adventure activities with students.

How to Apply: All prospective candidates must apply through Anne Arundel County Public Schools at www.aacps.org.Please include a cover letter and resume stating your interest in Monarch Academy.

Forward a copy to Maurine Larkin, Principal at larkinm@monarchcharter.org

This posting will remain online until 6/30/2010 .

Monarch Academy Charter School, Glen Burnie, MD

Position: Guidance Counselor

Grades: K-8

Description of Position: The school counselor is responsible for the management, implementation, coordination, and evaluation of a Comprehensive School Counseling Program in each school. The school counselor delivers a program that is comprehensive in scope, preventative in design, and developmental in nature. The program is based upon the National Model for School Counseling Programs as defined by the American School Counseling Association. The school counselor must be committed to assisting every student in acquiring the knowledge, attitudes, and skills necessary to make appropriate educational, career, and personal decisions. Specifically, the school counselor delivers a comprehensive program, devoting 80% of work time providing direct services to students, staff, and parents to ensure academic success for all students. As an assertive student advocate, educational leader, and effective team member, the school counselor promotes conditions and creates opportunities that ensure educational equity, access, and academic success for all students, Pre-K-12.

Please Note: To apply for this position, you must currently hold this title or have successfully gone through the Human Resources Interview Panel Process.

These examples are illustrative and are not all inclusive.

Models and promotes practices that build school culture and foster character and ensure a safe, supportive, and productive environment for students, staff, and families.
Participates and develops in daily Culture Card Meetings
Promotes and aligns the blending of TranZed, EL, and AACPS principles and practices
Implements a program that is planned, sequential, and developmental.
Connects program outcomes to the School Improvement Plan for AACPS and School Improvement Plans.
Differentiates instructional, prevention, and intervention strategies to meet the needs and issues of students at the elementary, middle, and senior high school levels.
Delivers services in the Educational, Social/Emotional, and Career Domains through a variety of modalities, including individual advising, large group guidance, and small group counseling.
Plans activities and programs collaboratively with school-based administrators, teachers, parents, students, and student support services teams.
Assists in the articulation and orientation of students.
Reports and refers critical incidents that jeopardize the well being of the student as obligated by law, administrative regulations, and ethical standards.
Plans, implements, and evaluates a program of student counseling for those students and their parents with academic, career, and/or interpersonal and adjustment problems including referrals as needed to the pupil personnel worker, school psychologist, and participation in case conferences.
Develops a program targeting social/emotional skills, Pre-K-12, that reduces negative behaviors and increases productive and positive behaviors between and among students.
Provides educational and career planning for all middle and senior high school students that includes structured plans leading toward graduation and beyond.
Ensures access for all middle, junior, and senior high school students to up-to-date college, university, career, and financial aid information and opportunities.
Plans programs and services through which parents of all students in grades K, 6, and 9 will acquire an understanding of expectations, roles, and procedures for monitoring students' academic and career planning processes and progress during critical transition periods.
Communicates financial aid and scholarship information and resources to all parents.
Promotes parent involvement and parent education through a variety of modalities including conferences, workshops, parent training programs, newsletters and the school-based Guidance Advisory Committee.
Identifies and accesses school and community resources for students and families.
Facilitates crisis prevention and crisis management as a key member on the school-based crisis team.
Participates in designing, coordinating, and presenting professional development programs for teachers and school staff members.
Develops community, agency, and business partnerships to create, enhance, and extend educational and career options for students.
Collects and uses accurate and meaningful data to adequately plan and evaluate program effectiveness.
Utilizes technology to deliver services that are effective and efficient.
Communicates and publicizes school counseling programs to students, parents, and the community at large.
Represents the school counseling department by participating in faculty meetings and system wide committees and activities, guidance advisory committee, CAC, PTSA and others as requested by the principal or school counseling coordinator.
Conducts other programs, tasks and duties as specified by the principal.
Adheres to ethical standards of the profession pertaining to counseling and relevant statutes established by federal, state, and local government.
Functions as a leader through advocacy, program management, and school counseling service delivery.
Other duties as assigned.

Requirements:

Hold or be eligible for Maryland certification as School Counselor by the end of the spring semester of the current school year.
Awareness of, sensitivity to, and knowledge in facilitating the personal and educational goals of a multicultural student population.
Demonstrated effectiveness in counseling work with a variety of racial/ethnic groups and diverse populations
Experience in providing outreach to diverse communities to garner support and resources to support student achievement, social skill and character development inside and outside of school
Demonstrated proficiency in both verbal and written communication skills, including public relations skills. Knowledge and use of computer skills is highly recommended.

How to Apply: All prospective candidates must apply through Anne Arundel County Public Schools at www.aacps.org.Please include a cover letter and resume stating your interest in Monarch Academy.

Forward a copy to Maurine Larkin, Principal at larkinm@monarchcharter.org

This posting will remain online until 6/30/2010 .

E.L. Haynes Public Charter School, Washington D.C.

Position: Founding High School Principal

Grades: High School

Description of Position: E.L. Haynes Public Charter School seeks a Founding Principal to launch and lead its new high school. EL Haynes' mission is that "every student - of every race, socioeconomic status, and home language - to reach high levels of academic achievement and be prepared to succeed at the college of his or her choice. Every E.L. Haynes student will be adept at mathematical reasoning, will use scientific methods effectively to frame and solve problems, and will develop the lifelong skills needed to be successful individuals, active community members, and responsible citizens." Established in 2004, E.L. Haynes is the highest performing charter school in Washington DC, based on 2009 DC CAS scores. Further, E.L. Haynes impacts education reform nationally by modeling effective practices, training exceptional future educators, and shaping smart education policy. The school is currently serving 450 students in Pre-K through 7 and will grow by a grade each year until it serves Pre-K through 12.

The Principal will have a year of planning with full support of the E.L. Haynes leadership team to prepare for the new high school's opening. This individual will drive the vision for the high school, design an enhanced science, technology, engineering, and mathematics (STEM) curriculum, and hire a talented teaching staff. When the high school opens in Fall 2011, the Principal will serve as the instructional leader for ninth grade, accountable for ensuring that all students reach high levels of academic success. Each year another grade will be added, with the Principal overseeing ninth through twelfth grades by Fall 2014. In this role, the Principal will be responsible for curriculum, instruction, professional development, budget, enrollment, culture, and discipline, and accountability measures for the high school program. This person will also drive seamless and effective integration of technology into the classroom. The High School Principal reports to the Chief Academic Officer and works closely with the Elementary and Middle School Principals to provide consistent, effective school leadership.

Ideal candidates will demonstrate the following qualities:

Proven success as instructional leader in urban education
Commitment to E.L. Haynes' mission, vision, and values
Strong ability to effectively lead adults
Propensity for collaboration and building teams
Experience with curriculum development and assessment
Passion for using data to drive student achievement
Deep appreciation for or facility with science, technology, engineering, and math
Talent for seamlessly integrating technology into classroom
An entrepreneurial spirit
Exceptional interpersonal skills
Excellent oral and written communication skills
Flexibility in a fast-paced, dynamic environment
Capacity to prioritize issues and manage details efficiently
Cultural literacy and aptitude for working with people from variety of backgrounds
Spanish speakers and persons of color strongly encouraged to apply

Description of School: E.L. Haynes Public Charter School was founded in 2004 and has a program based on nationally recognized best practices for advancing student achievement. E.L. Haynes' mission is that every student - of every race, socioeconomic status, and home language - will reach high levels of academic achievement and be prepared to succeed at the college of his or her choice. E.L. Haynes is moving steadily toward achieving this mission; in 2009, 80% of students scored proficient or advanced in math on the DC-CAS and 66% scored proficient or advanced in reading. The school boasts outstanding three-year gains of 50 percentage points in math and 26 percentage points in reading.

In 2009-2010, E.L. Haynes serves 450 students in grades Pre-K through 7 and will grow, adding a grade each year, until it serves students in grades Pre-K through 12. The school is the first year-round public school in Washington, DC and is named for Dr. Euphemia Lofton Haynes, the first African-American woman to receive a doctorate in mathematics, a teacher in the District of Columbia's school system for 47 years, and the first woman to serve as President of the District of Columbia Board of Education. In April 2008, E.L. Haynes was chosen from DC's 56 charter schools as the winner of Fight for Children's first-ever Quality Schools Initiative Award. In both 2008 and 2009, E.L. Haynes was named a Silver Award winning school in through New Leaders for New Schools' Effective Practice grant program, ranking as a top school among a consortium of 144 charter schools nationwide.

How to Apply: To apply, please email your cover letter and resume with subject title "High School Principal Application" to Laura Onelio at lonelio@elhaynes.org.

This posting will remain online until 05/31/2010 .

Rocky Mountain School of Expeditionary Learning, Denver CO

Position: Special Education Learning Specialist Coordinator

Grades: K-12

Description of Position:

The Special Education Learning Specialist coordinates and participates in the development and implementation of Individual Education Plans (IEP) for special education students with mild/moderate needs. The Special Education Coordinator is the school's intervention specialists and facilitates the Response to Intervention process (RtI) at RMSEL.

Rocky Mountain School of Expeditionary Learning is seeking applications for a Special Education Learning Specialist Coordinator position for the 2010-2011 school year. The position will involve the following responsibilities:

Assessment, Reporting and Documentation

Write Individualized Education Plans
Provide initial and triennial educational assessments
Collaborate with psychologist, social worker, nurse, occupational therapist, and speech/language therapist
Communicate progress to parents
Provide direct instruction to students
Evaluate progress toward student goals and personal goals.
Attend meetings (i.e., IEP meetings, faculty meetings, in-service, etc.)
Facilitate RtI process
Collaborate and share expertise with targeted interventions

Learning Expeditions

Collaborate with grade level teams about accommodations and modifications needed when designing and developing learning expeditions
Participate in the critique and revision of learning expeditions

Active Pedagogy

Collaborate with crew leaders on providing accommodations and modifications in the classroom

Culture and Character

Commitment to character that is fostered through challenging academic work, service, and the expectation that students are courteous, respectful, and compassionate

Requirements

Current Colorado Department of Education Teachers License with endorsement in Teacher 1-Moderate Needs or Special Education Generalist or Special Education Specialist or Teacher Educationally Handicapped (EH)
Special Education Specialist or Teacher Educationally Handicapped (EH)
Strong communication skills with adults and students
Has a vision for developing a high functioning special education team
PREFERRED: Experience with Expeditionary Learning

Salary is commensurate with education and experience. RMSEL's faculty pay is competitive in the Denver metropolitan area.

Description of School: RMSEL is a public, K-12 school of choice serving students from five Denver-area school districts: Denver, Littleton, Douglas County, Cherry Creek, and Aurora. The school, now in its seventeenth year, is a learning community designed around multidisciplinary, integrated learning expeditions and a strong culture of character and community. Expeditionary Learning is a break-the-mold concept for public education that places emphasis on high academic achievement as well as on character development. We believe that, given the right support and a caring and compassionate learning environment, all students can and want to learn. Our standards-based portfolio assessment system makes explicit the criteria by which success can be measured and documents the accomplishment of high academic and character standards.

All staff at RMSEL enjoy a high degree of autonomy and are expected to participate in a community of shared leadership -- teaching and caring for students; developing curriculum; leading students in service, travel, and fieldwork; participating in the governance of the school; and engaging in professional development.

How to Apply: Application Procedure: Interested candidates should send, fax or email a letter of interest, resume and 3 professional references directly to RMSEL via:

Susan Tamulonis, Administrative Secretary
Rocky Mountain School of Expeditionary Learning
1700 South Holly Street
Denver CO 80222

Fax: 303-757-7442
Email: stamulonis@rmsel.org

Deadline for application is: March 12, 2010 or until filled

This posting will remain online until 4/1/10 .

Rocky Mountain School of Expeditionary Learning, Denver CO

Position: Middle School Math Teacher (40%)

Grade: 6

Description of Position:

The position will involve the following responsibilities:

Planning and instruction for 6th grade students in a standards-based mathematic program
Cooperative planning and communication with two other middle school math teachers
Reporting student progress in math to parents and participation in parent teacher conferences
Commitment to on-going, classroom-based professional development
The position requirements include:
Strong background in mathematics curriculum
Experience as a middle or elementary grade level mathematics teacher preferred
Familiarity with Connected Mathematics Program (CMP) preferred
Ability to work cooperatively with other professionals
Possess or be eligible for a Colorado state elementary or secondary teaching license with a math endorsement

Salary is commensurate with education and experience. RMSEL's faculty pay is competitive in Colorado and in the Denver metropolitan area.

Description of School: RMSEL is a public, K-12 school of choice serving students from five Denver-area school districts: Aurora, Cherry Creek, Denver, Douglas County, and Littleton. The school, now in its seventeenth year, is a learning community designed around multidisciplinary, integrated, learning expeditions. Expeditionary Learning is a break-the-mold concept for public education that places emphasis on high academic achievement as well as on character development. We believe that, given the right support and a caring and compassionate learning environment, all students can and want to learn. Our standards-based portfolio assessment system makes explicit the criteria by which success can be measured and documents the accomplishment of high academic and character standards.

Teachers at RMSEL enjoy a high degree of autonomy and are expected to participate in a community of shared leadership - teaching and caring for students; developing curriculum; leading students in service, travel, and fieldwork; participating in the governance of the school; and engaging in professional development. The part-time math teacher will work cooperatively with the middle school staff to plan and implement programming for 6th grade students.

How to Apply: Application Procedure: Interested candidates should send, fax or email a letter of interest, resume and 3 professional references directly to RMSEL via:

Susan Tamulonis, Administrative Secretary
Rocky Mountain School of Expeditionary Learning
1700 South Holly Street
Denver CO 80222

Fax: 303-757-7442
Email: stamulonis@rmsel.org

Deadline for application is: March 12, 2010 or until filled

This posting will remain online until 4/1/10 .

Northpoint Academy, Prescott, AZ

Position: Various high school instructional and support staff

Grades: 9-12

Description of Positions:

2.0 Math Teacher
2.0 Science Teacher
2.0 Language Arts Teacher
2.0 Social Studies Teacher
1.0 9-12 Grade Spanish and ELL Teacher
1.0 Visual/Graphic/Musical Arts Teacher
1.0 Guidance Counselor
1.0 Special Services Coordinator
.5 Instructional Guide
.5 Activities Coordinator (fieldwork/extra-curricular/events)
.5 School Secretary
1.0 Business Manager
1.0 Custodial/Maintenance

Requirements

Valid and current Arizona certification (or ability to obtain prior to start of school)
Deep understanding of subject area concepts and instructional methodology.
Willingness to collaborate with colleagues in planning and implementing investigations in other academic areas as needed.
Competence with students and curriculum at the 9-12 grade levels
Interest in integrating literacy instruction to support subject area inquiry
Willingness to plan and teach "intensives"
Preferred Attributes
Teaching experience at the high school level in an EL or similar program
Experience integrating literacy instruction to support students' writing about math understanding
Experience using outside experts in a particular field to support particular studies
Experience using fieldwork to support the current area of study (incl. wilderness, LNT, WFR and travel)

Description of School: Northpoint Academy has a 4 year history of excellent academic service to students. Northpoint is an excelling, accredited high school that is now becoming an independent charter school. Learn more at www.northpointacdemy.org. (formerly Northpoint Expeditionary Learning Academy at www.prescottschools.com/northpoint)

How to Apply: Complete application found at www.northpointacademy.org and fax to 928-541-2294. Interviews will be conducted during National Conference, if possible. All candidates must plan to travel to Arizona before final hiring decisions are made.

This posting will remain online until 04/15/10 .

Southwest Baltimore Charter School, Baltimore, MD

Position: Lead Classroom Teacher

Grades: 5th Grade

Description of Position: Teachers will teach reading, writing, science and social studies in an expeditionary learning model where most subject areas are integrated into project-based studies called Expeditions. Expeditions are based on the Maryland Voluntary State Curriculum and result in high quality student products. Comfort and strength in teaching literacy is essential. Teachers plan collaboratively in grade level teacher teams to design expeditions with the support of a School Designer and the administrative team. Teachers with successful experience teaching in an urban environment are encouraged to apply.

Description of School: Multiple positions open in growing K-8 school in grades 5-8 for the coming school year, 2010-2011. Southwest Baltimore Charter School is a progressive Urban Title I Charter school using an Expeditionary Learning model of school reform. Teachers best suited for working at Southwest will have experience and desire in working with inner city students and families, in a collaborative, child-centered environment. In addition to teaching duties each professional at the middle school level will lead a daily Crew (small group advisory) where students are engaged in academic, physical and character development.

Expeditionary Learning is a project-based model of teaching and learning which requires great creativity, use of active pedagogy, intense planning and flexibility. Each Friday the school closes 2 hours early in order to facilitate professional development around the tenets of the school. Great investment is made in staff professional development both on and off-site. Founding tenets of the school include Choice Theory (Glasser), arts integration, balanced literacy structures, differentiation for all learners, and a teacher-leader environment. Each staff member at SBCS participates in a committee that helps guide decision-making in several areas of the school.

Southwest will be growing from a current K-5 (260 students) into a K-8 (400+ students) in the coming year. Candidates must meet all MSDE requirements for teacher certification in their grade level and be Highly Qualified within their content area for candidates teaching grades 7, 8, and all cultural arts positions.

How to Apply Please e-mail your resume to Jaime Stone, Middle School Director at j.stone@sbcschool.org along with a cover letter that explains your interest in a particular position. Make connections between the tenets of our school and your previous experience(s), training, and interest. Resumes that are received without a cover letter with not be considered. If you would like further information about the school please visit http://www.sbcschool.org, http://www.elschools.org, and other connected sites.

Teachers of minority descent are encouraged to apply. Southwest strives to hire the most qualified staff as well as a staff that reflects the diversity of our community.

This posting will remain online until 06/01/10 .

Southwest Baltimore Charter School, Baltimore, MD

Position: Math Teacher

Grades: 6/7 Grade

Description of Position: Math teachers will be teaching math standards aligned to the Maryland Voluntary State Curriculum in a contextual, project-based setting. Teachers should be fluid in real-world math connections for standards in these grade levels. Some math investigations are aligned with the content area expeditions while others will be stand-alone math investigation that teachers will create or teach from text curricula. Ability to remediate math skills and support interventions is an important aspect of the job. Teachers with a strong belief in the importance of contextual learning, constructivist teaching, balanced with explicit teaching and interest in curriculum framing are a great fit for this position. (Curriculum may include Connected Math, Math in Context or other investigation based text curricula)

Teachers of minority descent are encouraged to apply. Southwest strives to hire the most qualified staff as well as a staff that reflects the diversity of our community.

This posting will remain online until 06/01/10 .

Southwest Baltimore Charter School, Baltimore, MD

Position: Humanities

Grades: 6th and 8th Grades

Description of Position: One position in each grade level, 6th and 8th is available. Ideal candidates for this position are dual certified in both language arts and social studies or have one certification with desire to test for the other. The position includes heavy literacy instruction through reader's and writer's workshop, literature circles, novel studies, and some leveled reading instruction combined with an emphasis in content area reading in social studies. Teachers should have a great understanding of the idea of "reading to learn" and "learning to read" at the middle school level and be comfortable using reading assessments. Teachers will develop learning expeditions with their teams that are 8-12 weeks long that are in-depth studies of current and/or compelling topics that results in high quality student products. Teacher will be using authentic literature, novels and social studies materials to carry out their expeditions and should have interested in connecting with the local community as a resource for fieldwork and experts.

Teachers of minority descent are encouraged to apply. Southwest strives to hire the most qualified staff as well as a staff that reflects the diversity of our community.

This posting will remain online until 06/01/10 .

Southwest Baltimore Charter School, Baltimore, MD

Position: Science Teacher

Grades: 7th and 8th Grades

Description of Position: One position in each grade level, 7th and 8th is available. Science teachers will collaborate with their team to design learning expeditions in science that are in-depth investigations of current and/or compelling issues in all areas of science. Teachers should be comfortable in lab sciences, interested in taking students into the community to conduct research, and enjoy facilitating student's engagement in authentic science. Strong integration of literacy will be expected with integration of mathematics as it applies to the science content. Science investigations culminate in student products that demonstrate understanding of content and concepts taught throughout the expedition (8-12 weeks).

Teachers of minority descent are encouraged to apply. Southwest strives to hire the most qualified staff as well as a staff that reflects the diversity of our community.

This posting will remain online until 06/01/10 .

Southwest Baltimore Charter School, Baltimore, MD

Position: Math Teacher - Algebra

Grades: 8th Grade & Algebra

Description of Position: Math teachers will be teaching math standards aligned to the Maryland Voluntary State Curriculum in a contextual, project-based setting. Teachers should be fluid in real-world math connections for standards in these grade levels. Some math investigations are aligned with the content area expeditions, some from textbook curriculum, while others will be stand-alone math investigation that teachers will create. Ability to remediate math skills and support interventions is an important aspect of the job. Teachers with a strong belief in the importance of contextual learning, constructivist teaching, balanced with explicit teaching and interest in curriculum framing are a great fit for this position. Highly qualified certification in secondary mathematics is essential in order to offer an Algebra I class. Teacher will most likely teach and 8th grade (pre-algebra) algebra split.

Teachers of minority descent are encouraged to apply. Southwest strives to hire the most qualified staff as well as a staff that reflects the diversity of our community.

This posting will remain online until 06/01/10 .

Denver Venture School , Denver, CO

Position: Director of Teaching and Learning

Grades: High School

Description of Position: The Director of Teaching and Learning reports directly to the head of school and works closely with all staff in coordinating, implementing and assessing an up-to-date, dynamic curriculum which meets the varied needs of the diverse student body.

Staff selection, evaluation and retention

Recruit, retain and lead a highly skilled professional staff
Create a professional community that focuses on curriculum and instruction as the primary vehicles for improving student achievement and school culture
Model a commitment to on-going professional development by participating fully in Expeditionary Learning's on-site work and off-site conferences, institutes, summits, and regional programming
Responsible for evaluating all Denver Venture School Instructional Staff
Model effective instructional practices in staff meetings, professional development sessions, and team meetings
Reinforce and institutionalize the implementation of Expeditionary Learning practices through regular observation, coaching, and evaluation

Curriculum and Instruction

Ensure comprehensive curriculum scope and sequence aligns with state standards, graduation requirements and college entrance standards
Collaborate with teachers and teacher teams to support the development of standards-based expedition plans and high quality instructional plans
Support teachers' development of thorough standards-based assessment plans

Data and Assessment

Oversee school wide assessment programs including MAPS, CSAP, ACT, and SAT
Communicate results of assessments to the broader community
Collects and interprets test data for use in student placement and instructional programs.
Assists in scheduling students in appropriate remediation and supplementary opportunities

Expeditionary Learning Liaison

Work with Expeditionary Learning school designer to select, develop and implement professional development
Determine professional development needs above and beyond those provided by EL
Take leadership in development of school structures and programs to support the model (student recruitment, ongoing assessment, crew, intensives, exhibitions of student work).

Requirements

Minimum 5 years classroom teaching experience in Expeditionary Learning or similar schools
7-12 experience in school administration
Experience teaching and facilitating adults
Strong communication and organizational skills

Preferred Attributes

Type D Licensure
Previous participation in EL professional development
Masters degree in curriculum and instruction
Fluency in Spanish

Description of School: Denver Venture School (DVS) is public charter school that opened in the fall of 2008 with a class of 100 freshmen. Eventually serving approximately 400 students in grades 9 through 12, DVS will offer a small school environment dedicated to academic excellence. We will grow to 200 students, grades 9, 10 and 11 for 2010-2011.

How to Apply: If you are interested in applying for any of the above positions, please send resume and letter of interest addressing the following questions to Ami Desai, Executive Director of Denver Venture School at ami.desai@denverventureschool.org

How does your personal educational practice resonate with our model of education at Denver Venture School? Give examples from your personal and professional life.

Describe your vision of the ideal professional community at a school. What should interactions look like between teachers, the teachers and the director, the teachers and students, and teachers and parents?

This posting will remain online until 09/01/10 .

Denver Venture School , Denver, CO

Position: .5 Post-secondary Coordinator

Grades: High School

Description of Position:

Curriculum Management

* Develops, monitors the implementation of crew-based instructional modules to support students with secondary options planning, beginning in 9th grade.

Student Management

In collaboration with crew leader, conferences with students, teachers, parents, and other relevant individuals concerning grades and works together for improvement
Monitors, informs students of the requirement of state-mandated test dates, credit-by-exam dates, dual credit, college early admissions programs, and/or progress toward graduation.
Disseminates information to students concerning summer school, correspondence courses, GED and other alternative forms of education
Conducts registration conferences with parents and students new to the school
Schedules students in appropriate courses; checks student transcripts for correct course placement and accuracy to insure that state and district requirements are fulfilled
Provides current information on colleges and career opportunities.
In collaboration with the crew leader, assists students with the application process for college admissions, scholarships financial aid and alternative post-secondary education, including letters of recommendation.
Assists the principal in organizing commencement ceremonies

How does your personal educational practice resonate with our model of education at Denver Venture School? Give examples from your personal and professional life.

This posting will remain online until 09/01/2010 .

Denver Venture School , Denver, CO

Position: .5 Leadership Curriculum Coordinator and Instructor

Grades: High School

Description of Position: As an Expeditionary Learning model, DVS emphasizes high achievement through active learning, character growth, and teamwork. The five Expeditionary Learning core practices--learning expeditions, active pedagogy, school culture and character, leadership and school improvement, and structures--work in concert and support one another to promote high achievement. For more information on the model, please visit www.elschools.org. For each core practice, all staff members are accountable for correlating responsibilities.

Explicit subject discipline related requirements are listed at the end of correlating responsibilities.

Learning Expeditions

In Expeditionary Learning schools learning expeditions are the primary way of organizing curriculum. Learning expeditions feature linked projects that require students to construct deep understandings and skills and to create products for real audiences.

Correlating Job Responsibilities:

Design, implement, evaluate and document expeditions as the primary means of organizing curriculum, Expeditions must align with district and state standards, and the school curriculum map.
Collaborate in the design, implementation, and evaluation of "intensives"(five day courses offered between trimesters twice a year).
Support students in the development of their portfolios and preparation for passage and graduation presentations, as well as public exhibitions of work.

Active Pedagogy

Teaching and learning are active and engaging in Expeditionary Learning classrooms. Effective instructional practices promote equity and high expectations: they ensure that all students think and participate and allow the teacher to know all students and their thinking well.

Correlating Job Responsibilities:

Employ a range of effective instructional practices (active pedagogy) to give students the support they need to complete projects and meet standards.
Support students in using assessment criteria that are connected to standards, portfolio, passage and graduation requirements, and help students understand, reflect on and take responsibility for their learning.
Design lesson plans that both teach writing and support understanding of content in all subject areas.

Culture and Character

An Expeditionary Learning school culture is developed and sustained through practices that bring the community together. School leaders, teachers, and staff in Expeditionary Learning schools are members of a community of learners. Professionals work together to share expertise, improve the school's program, build background knowledge in their disciplines, and model collaborative learning for students. Staff culture is characterized by a respectful collegiality where teachers resist judgment and blame, and support each other in improving practice.

Correlating Job Responsibilities

Develop and implement detailed plans for crew time in keeping with school priorities and structures.
Develop classroom expectations that align with DVS REACH structure
Prepare students for and participate fully in student led conferences
Give students and families clear and instructive information about student progress
Participate fully and positively in the staff culture of the school
Be willing and able to collaborate with peers in the development of curriculum and school structures, and the improvement of teaching practices.
Attend and take full advantage of professional development offered to the EL school
Attend a series of summer institutes - Dates will be provided at the interview

Leadership and School Improvement

Leaders in Expeditionary Learning schools create a professional community that focuses on curriculum and instruction as the primary vehicles for improving student achievement and school culture. Teachers and school leaders in Expeditionary Learning schools collect data to understand student achievement, assess teaching practices, and make informed decisions about instruction.

Correlating Job Responsibilities

Make data driven decisions about what instruction will best support students.
Use data to assess your own performance and set individual improvement goals
Work with school leadership to evaluate school performance and set school improvement goals

Structures

In Expeditionary Learning schools the schedule serves instructional and curricular priorities. While each schedule is unique to a school and its constraints, there are key features that all Expeditionary Learning school schedules have in common: blocks of class time, opportunities for integration of the disciplines, and common planning time for teachers. The schedule accommodates project work, fieldwork, service learning, and flexible groupings of students.

Correlating Job Responsibilities

Work with school leadership to revise drafts of calendars and schedules based on EL Benchmarks.
Establish effective structures for classroom management and progress reporting for your classroom, that align with the school's REACH and reporting systems.

Requirements for ALL Instructional Positions

Valid and current certification or degree
Deep understanding of concepts and an interest in constructivist teaching
Comfort with students and curriculum at the 9th , 10th and 11th grade levels, with a willingness to loop
Interest in integrating literacy instruction to support subject area inquiry

Preferred Attributes for Leadership Coordinator and Instructor

Familiarity with Leadership programs and curriculum, such as YouthBiz and Junior Achievement
Willingness to seek out and coordinate community partnerships
3 years teaching experience at the high school level
Experience building Leadership modules to support instructional integration by other teachers
Experience with targeted recruitment strategies

How does your personal educational practice resonate with our model of education at Denver Venture School? Give examples from your personal and professional life.

This posting will remain online until 09/01/2010 .

Denver Venture School , Denver, CO

Position: Dean of Character and Culture

Grades: High School

Description of Position:

Student Recruitment and Retention

Recruit and retain a diverse student population and ensure that annual enrollment projections are met
Intentionally build a school culture that evidences high expectations for integrity, accountability and academic drive for both students and adults through the facilitation of community wide routines and rituals (example Community Meetings)
Develop, implement intervention strategies and programs for students not meeting expectations in timely manner

Student Discipline

Ensure a safe, supportive and productive environment for students, staff, and families
Create discipline policies and standards for implementing those policies
Support faculty in enforcing discipline
Track discipline data to support responsive classroom-based interventions
Support the Crew structure as the primary vehicle to build relationships with students, including the development of character-based, leadership integrated curriculum modules

How does your personal educational practice resonate with our model of education at Denver Venture School? Give examples from your personal and professional life.

This posting will remain online until 09/01/2010 .

Denver Venture School , Denver, CO

Position: Core Instructional Positions: Math, Science, Literacy, Social Studies Generalist

Grades: Grades 9, 10, 11

Explicit subject discipline related requirements are listed at the end of correlating responsibilities.

Learning Expeditions

Correlating Job Responsibilities:

Design, implement, evaluate and document expeditions as the primary means of organizing curriculum, Expeditions must align with district and state standards, and the school curriculum map.
Collaborate in the design, implementation, and evaluation of "intensives"(five day courses offered between trimesters twice a year).
Support students in the development of their portfolios and preparation for passage and graduation presentations, as well as public exhibitions of work.

Active Pedagogy

Correlating Job Responsibilities:

Employ a range of effective instructional practices (active pedagogy) to give students the support they need to complete projects and meet standards.
Support students in using assessment criteria that are connected to standards, portfolio, passage and graduation requirements, and help students understand, reflect on and take responsibility for their learning.
Design lesson plans that both teach writing and support understanding of content in all subject areas.

Culture and Character

Correlating Job Responsibilities

Develop and implement detailed plans for crew time in keeping with school priorities and structures.
Develop classroom expectations that align with DVS REACH structure
Prepare students for and participate fully in student led conferences
Give students and families clear and instructive information about student progress
Participate fully and positively in the staff culture of the school
Be willing and able to collaborate with peers in the development of curriculum and school structures, and the improvement of teaching practices.
Attend and take full advantage of professional development offered to the EL school
Attend a series of summer institutes - Dates will be provided at the interview

Leadership and School Improvement

Correlating Job Responsibilities

Make data driven decisions about what instruction will best support students.
Use data to assess your own performance and set individual improvement goals
Work with school leadership to evaluate school performance and set school improvement goals

Structures

Correlating Job Responsibilities

Work with school leadership to revise drafts of calendars and schedules based on EL Benchmarks.
Establish effective structures for classroom management and progress reporting for your classroom, that align with the school's REACH and reporting systems.

Requirements for ALL Instructional Positions

Valid and current certification or degree
Deep understanding of concepts and an interest in constructivist teaching
Comfort with students and curriculum at the 9th , 10th and 11th grade levels, with a willingness to loop
Interest in integrating literacy instruction to support subject area inquiry

Preferred Attributes for Math

Experience with closing skill and content gaps
3 years teaching experience at the high school level
Experience integrating literacy instruction to support students' writing about math understanding
Experience pulling in outside experts in a particular field to support particular studies
Certification in Linguistically Diverse and/or Special Education
Experience using fieldwork to support the current area of study

Preferred Attributes for Science

3 years teaching experience at the high school level
Experience with a range of science content
Experience pulling in outside experts in a particular field to support particular studies
Experience integrating literacy instruction to support scientific research and writing
Certification in Linguistically Diverse and/or Special Education
Experience using fieldwork to support the current area of study

Preferred Attributes for Literacy and Social Studies Generalist

Certification in both social studies and language arts
3 years teaching experience at the high school level
Experience with a range of social studies and literature content
Experience pulling in outside experts in a particular field to support particular studies
Interest in taking leadership in the development of ongoing reading instruction taught by all members of your team for 10th, 11th and 12th grade
Experience integrating literacy instruction to support scientific research and writing
Certification in Linguistically Diverse and/or Special Education
Experience using fieldwork to support the current area of study

How does your personal educational practice resonate with our model of education at Denver Venture School? Give examples from your personal and professional life.

This posting will remain online until 9/01/2010 .

LEAD Academy, Nashville, TN

Position: High School Mathematics Instructor

Grade: 9

Description of Position:

LEAD Academy public charter school, whose mission is to graduate 100% of its students and send them to a 4-year college/university, is seeking candidates for High School Algebra and Geometry positions. The ideal candidate is an intelligent, problem-solving, and entrepreneurial person of the highest character who thrives in difficult situations. LEAD Academy offers an extremely competitive compensation package, with the average teacher salary nearly 10% higher than Metro schools, and up to $1,500 in performance pay at the end of the academic year. Instructors at LEAD Academy will not only have the necessary pedagogical training but also a detailed knowledge of the subject matter they teach. Since all LEAD Academy instructors instill in students the Core Habits of LEADers (Self-reliance, Discipline, Courage, Commitment, and Service) candidates should have the following qualifications:

Outstanding instructional skills, including the ability to motivate and challenge students and maintain a focused, orderly classroom environment.
Impeccable character and an unwavering commitment to personal and professional excellence.
A valid teaching certificate and demonstrated expertise in subject area.
Deep understanding of High School content and an interest in constructivist teaching
Willingness to design standards based learning expeditions, including identifying and preparing course materials
Willingness to work on a math/science team and participate in daily planning meetings
Willingness to assume leadership in the development of ongoing cross-curricular instruction
Commitment to doing "Whatever it Takes" to lead our students down the path of personal excellence and to give them the specific knowledge and skills necessary to prosper at the next grade level.
Belief that high academic achievement starts with a commitment to personal accountability and character
An unwavering belief that all students can reach and should be held to high academic standards
Proven ability to achieve dramatic improvement in student academic performance
The ability to communicate effectively with parents, students, and colleagues
Demonstrated professionalism and responsibility
An indefatigable work ethic
Willingness to support the direction of the program and be a proactive team member

How to Apply: Please send a cover letter and resume to the attention of Jeremy Kane, Principal, at teach@leadacademy.org or 1704 Heiman St Nashville, TN 37208. The position will be open until the right candidate is found, but resumes received by March 1, 2010 will receive priority consideration for possible interviews.

This posting will remain online until 07/01/2010 .

LEAD Academy, Nashville, TN

Position: High School Science Instructor

Grade: 9

Description of Position:

LEAD Academy public charter school, whose mission is to graduate 100% of its students and send them to a 4-year college/university, is seeking candidates for High School Biology. The ideal candidate is an intelligent, problem-solving, and entrepreneurial person of the highest character who thrives in difficult situations. LEAD Academy offers an extremely competitive compensation package, with the average teacher salary nearly 10% higher than Metro schools, and up to $1,500 in performance pay at the end of the academic year. Instructors at LEAD Academy will not only have the necessary pedagogical training but also a detailed knowledge of the subject matter they teach. Since all LEAD Academy instructors instill in students the Core Habits of LEADers (Self-reliance, Discipline, Courage, Commitment, and Service) candidates should have the following qualifications:

Outstanding instructional skills, including the ability to motivate and challenge students and maintain a focused, orderly classroom environment.
Impeccable character and an unwavering commitment to personal and professional excellence.
A valid teaching certificate and demonstrated expertise in subject area.
Deep understanding of High School content and an interest in constructivist teaching
Willingness to design standards based learning expeditions, including identifying and preparing course materials
Willingness to work on a math/science team and participate in daily planning meetings
Willingness to assume leadership in the development of ongoing cross-curricular instruction
Commitment to doing "Whatever it Takes" to lead our students down the path of personal excellence and to give them the specific knowledge and skills necessary to prosper at the next grade level.
Belief that high academic achievement starts with a commitment to personal accountability and character
An unwavering belief that all students can reach and should be held to high academic standards
Proven ability to achieve dramatic improvement in student academic performance
The ability to communicate effectively with parents, students, and colleagues
Demonstrated professionalism and responsibility
An indefatigable work ethic
Willingness to support the direction of the program and be a proactive team member

This posting will remain online until 07/01/2010 .

LEAD Academy, Nashville, TN

Position: High School Reading Instructor

Grade: 9

Description of Position:

LEAD Academy public charter school, whose mission is to graduate 100% of its students and send them to a 4-year college/university, is seeking candidates for High School Reading Instructor. The ideal candidate is an intelligent, problem-solving, and entrepreneurial person of the highest character who thrives in difficult situations. LEAD Academy offers an extremely competitive compensation package, with the average teacher salary nearly 10% higher than Metro schools, and up to $1,500 in performance pay at the end of the academic year. Instructors at LEAD Academy will not only have the necessary pedagogical training but also a detailed knowledge of the subject matter they teach. Since all LEAD Academy instructors instill in students the Core Habits of LEADers (Self-reliance, Discipline, Courage, Commitment, and Service) candidates should have the following qualifications:

Outstanding instructional skills, including the ability to motivate and challenge students and maintain a focused, orderly classroom environment.
Impeccable character and an unwavering commitment to personal and professional excellence.
A valid teaching certificate and demonstrated expertise in subject area.
Deep understanding of High School content and an interest in constructivist teaching
Willingness to design standards based learning expeditions, including identifying and preparing course materials
Willingness to work on a math/science team and participate in daily planning meetings
Willingness to assume leadership in the development of ongoing cross-curricular instruction
Commitment to doing "Whatever it Takes" to lead our students down the path of personal excellence and to give them the specific knowledge and skills necessary to prosper at the next grade level.
Belief that high academic achievement starts with a commitment to personal accountability and character
An unwavering belief that all students can reach and should be held to high academic standards
Proven ability to achieve dramatic improvement in student academic performance
The ability to communicate effectively with parents, students, and colleagues
Demonstrated professionalism and responsibility
An indefatigable work ethic
Willingness to support the direction of the program and be a proactive team member

Description of School: LEAD offers a competitive compensation package, including state benefits package. Aside from extensive professional development, all our teachers are equipped with a laptop computer, and are eligible for a performance bonus.

DESCRIPTION OF LEAD ACADEMY

LEAD Academy began 3 years ago as a fifth and sixth grade program. We have expanded to the current capacity of fifth through eighth grades. Each year we will add a grade level until we have grown to full capacity as a 5th through twelfth grade program.

This posting will remain online until 07/01/2010 .

LEAD Academy, Nashville, TN

Position: High School Foreign Language Instructor

Grade: 9

Description of Position:

LEAD Academy public charter school, whose mission is to graduate 100% of its students and send them to a 4-year college/university, is seeking candidates for High School Foreign Instructor. The ideal candidate is an intelligent, problem-solving, and entrepreneurial person of the highest character who thrives in difficult situations. LEAD Academy offers an extremely competitive compensation package, with the average teacher salary nearly 10% higher than Metro schools, and up to $1,500 in performance pay at the end of the academic year. Instructors at LEAD Academy will not only have the necessary pedagogical training but also a detailed knowledge of the subject matter they teach. Since all LEAD Academy instructors instill in students the Core Habits of LEADers (Self-reliance, Discipline, Courage, Commitment, and Service) candidates should have the following qualifications:

Outstanding instructional skills, including the ability to motivate and challenge students and maintain a focused, orderly classroom environment.
Impeccable character and an unwavering commitment to personal and professional excellence.
A valid teaching certificate and demonstrated expertise in subject area.
Deep understanding of High School content and an interest in constructivist teaching
Willingness to design standards based learning expeditions, including identifying and preparing course materials
Willingness to work on a humanities team and participate in daily planning meetings
Willingness to assume leadership in the development of ongoing cross-curricular instruction
Commitment to doing "Whatever it Takes" to lead our students down the path of personal excellence and to give them the specific knowledge and skills necessary to prosper at the next grade level.
Belief that high academic achievement starts with a commitment to personal accountability and character
An unwavering belief that all students can reach and should be held to high academic standards
Proven ability to achieve dramatic improvement in student academic performance
The ability to communicate effectively with parents, students, and colleagues
Demonstrated professionalism and responsibility
An indefatigable work ethic
Willingness to support the direction of the program and be a proactive team member

Description of School: Please send a cover letter and resume to the attention of Jeremy Kane, Principal, at teach@leadacademy.org or 1704 Heiman St Nashville, TN 37208. The position will be open until the right candidate is found, but resumes received by March 1, 2010 will receive priority consideration for possible interviews.

How to Apply: LEAD Academy began 3 years ago as a fifth and sixth grade program. We have expanded to the current capacity of fifth through eighth grades. Each year we will add a grade level until we have grown to full capacity as a 5th through twelfth grade program.

This posting will remain online until 07/01/2010 .

Pikes Peak School of Expeditionary Learning, Falcon, CO

Position: Middle School Math

Grades: 6-8

Description of Position:

Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible.
Adapt teaching methods and instructional materials to meet students' varying needs and interests and according to the Expeditionary Learning model.
Prepare, administer, and grade tests and assignments in order to evaluate students' progress.
Establish clear objectives for all lessons, units, and projects, and communicate these objectives to students.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Maintain accurate, complete, and correct student records as required by laws, district policies, and administrative regulations.
bserve and evaluate students' performance, behavior, social development, and physical health.
Prepare materials and classrooms for class activities.
Assign lessons and correct homework.
Enforce all administration policies and rules governing students.
Confer with parents or guardians, other teachers, counselors, and administrators in order to resolve students' behavioral and academic problems.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Meet with parents and guardians to discuss their children's progress, and to determine their priorities for their children and their resource needs.
Guide and counsel students with adjustment and/or academic problems, or special academic interests.
Meet with other professionals to discuss individual students' needs and progress.
Prepare and implement remedial programs for students requiring extra help.
Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.
Prepare reports on students and activities as required by administration.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Collaborate with other teachers and administrators in the development, evaluation, and revision of middle school programs.
Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring.
Administer standardized ability and achievement tests, and interpret results to determine student strengths and areas of need.
rganize and label materials, and display students' work.
rganize and supervise games and other recreational activities to promote physical, mental, and social development.
Attend staff meetings, and serve on staff committees as required.
Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from such activities.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.

Description of School: Pikes Peak School of Expeditionary Learning was founded in the Colorado Springs area in 2000. We serve students from preschool-8th grade. Our school currently has approximately 340 students.

How to Apply: Please send a letter of interest and resume electronically to Don Knapp at don.knapp@ppsel.org

This posting will remain online until 04/30/10 .

Rochester City School District, Rochester, NY

Position: Principal

Grades: 9-12

Description of Position: PRINCIPAL FOR NEW INTEGRATED ARTS AND TECHNOLOGY HIGH SCHOOL ROCHESTER, NEW YORK

PRIMARY FUNCTION: The individual will provide a rigorous and supportive Integrated Arts & Technology High School for students, teachers, families, and the community guided by the principles of Expeditionary Learning. The school will provide an advanced learning environment with a unique approach to secondary education by creating a personalized, project-based curriculum. Arts and technology will be integrated into daily classroom experiences. It will be a school where all students are known well and challenged to meet high expectations.

EDUCATION and/or EXPERIENCE:

Previous experience in an Expeditionary Learning School preferred
Understanding of the purpose and practices of Expeditionary Learning Schools
Masters Degree
Five (5) years teaching experience
New York State Teacher Certification
New York State Certification for School Administrator/Supervisor (SAS) or School Building Leader (SBL)

How to Apply: Please send resume and cover letter to:

Mary Doyle, Senior Director of School Innovation
Rochester City School District
131 W. Broad St.
Rochester, NY 14614

This posting will remain online until 5/31/2010 .

LEAD Academy, Nashville, TN

Position: Middle School Humanities Instructor

Grades: 5-8

Description of Position: LEAD Academy public charter school, whose mission is to graduate 100% of its students and send them to a 4-year college/university, is seeking candidates for a Middle School Humanities Position. The ideal candidate is an intelligent, problem-solving, and entrepreneurial person of the highest character who thrives in difficult situations. LEAD Academy offers an extremely competitive compensation package, with the average teacher salary nearly 10% higher than Metro schools, and up to $1,500 in performance pay at the end of the academic year.

Instructors at LEAD Academy will not only have the necessary pedagogical training but also a detailed knowledge of the subject matter they teach. Since all LEAD Academy instructors instill in all students the Core Habits of LEADers (Self-reliance, Discipline, Courage, Commitment, and Service) candidates should have the following qualifications:

Outstanding instructional skills, including the ability to motivate and challenge students and maintain a focused, orderly classroom environment.
Impeccable character and an unwavering commitment to personal and professional excellence.
A valid teaching certificate and demonstrated expertise in subject area. Valid and current certification in Middle School Social Studies and Language Arts preferred, or certification in one area plus experience and or coursework necessary for Highly Qualified status in the other.
Deep understanding of Middle School social studies and literature concepts and an interest in constructivist teaching
Commitment to arts education and arts integration
Willingness to design standards based learning expeditions, including identifying and preparing course materials
Willingness to work on a humanities team and participate in daily planning meetings
Willingness to assume leadership in the development of ongoing reading and writing instruction taught by all members of your team
Willingness to assume responsibility for teaching literacy, which includes making sure all components of the literacy map is covered through a combination of integrating literacy instruction into the humanities class as well as designing and teaching a 50 minute literacy block.
Commitment to doing "Whatever it Takes" to lead our students down the path of personal excellence and to give them the specific knowledge and skills necessary to prosper at the next grade level.
Belief that high academic achievement starts with a commitment to personal accountability and character.
An unwavering belief that all students can reach and should be held to high academic standards.
Proven ability to achieve dramatic improvement in student academic performance
The ability to communicate effectively with parents, students, and colleagues.
Demonstrated professionalism and responsibility.
An indefatigable work ethic.

Preferred Attributes

At least 2 years teaching experience at the Middle School level
Experience with a range of social studies content
Experience with a wide range of literature.
Experience with arts education and integration of one or more art form
Experience pulling in outside experts in a particular field to support particular studies
Experience integrating literacy instruction to support content area research and writing.
Experience using fieldwork to support the current area of study

How to Apply: Please send a cover letter and resume to the attention of Jeremy Kane, School Director, at teach@leadacademy.org or 1704 Heiman St Nashville, TN 37208. The position will be open until the right candidate is found, but resumes received by February 1, 2010 will receive priority consideration for possible interviews.

This posting will remain online until 06/30/10 .

LEAD Academy, Nashville, TN

Position: Middle School Instructors: Reading, Math, and Science

Grades: 5-8

Description of Position: LEAD Academy public charter school, whose mission is to graduate 100% of its students and send them to a 4-year college/university, is seeking candidates for middle school Reading, Science, and Math positions. The ideal candidate is an intelligent, problem-solving, and entrepreneurial person of the highest character who thrives in difficult situations. LEAD Academy offers an extremely competitive compensation package, with the average teacher salary nearly 10% higher than Metro schools, and up to $1,500 in performance pay at the end of the academic year.

Instructors at LEAD Academy will not only have the necessary pedagogical training but also a detailed knowledge of the subject matter they teach. Since all LEAD Academy instructors instill in students the Core Habits of LEADers (Self-reliance, Discipline, Courage, Commitment, and Service) candidates should have the following qualifications:

Outstanding instructional skills, including the ability to motivate and challenge students and maintain a focused, orderly classroom environment.
Impeccable character and an unwavering commitment to personal and professional excellence.
A valid teaching certificate and demonstrated expertise in subject area.
Deep understanding of Middle School content and an interest in constructivist teaching
Willingness to design standards based learning expeditions, including identifying and preparing course materials
Willingness to work on a humanities team and participate in daily planning meetings
Willingness to assume leadership in the development of ongoing cross-curricular instruction
Commitment to doing "Whatever it Takes" to lead our students down the path of personal excellence and to give them the specific knowledge and skills necessary to prosper at the next grade level.
Belief that high academic achievement starts with a commitment to personal accountability and character.
An unwavering belief that all students can reach and should be held to high academic standards.
Proven ability to achieve dramatic improvement in student academic performance
The ability to communicate effectively with parents, students, and colleagues.
Demonstrated professionalism and responsibility.
An indefatigable work ethic.

This posting will remain online until 06/30/10 .

LEAD Academy public charter school, Nashville, TN

Position: Middle School Reading Specialist

Grades: 5-8

Description of Position: LEAD Academy believes that strong reading skills are the critical foundation upon which our mission is built. In order for 100% of LEAD students to graduate and enroll in a four-year university, we must provide rigorous, intensive reading instruction that builds this foundation. We understand that some students coming to LEAD will require remediation to develop the skills necessary to engage in the rigorous curriculum of a college preparatory program. We are seeking for reading teachers who can help our students build this critical foundation and provide an entry point to access the curriculum.

REQUIRED QUALIFICATIONS

Belief in the LEAD mission of developing responsible citizens who will attend college
Willingness to "Do Whatever It Takes" to fulfill the LEAD Mission
Evidence of self-motivation and willingness to be a team player;
Bachelor's degree is required; Master's degree is preferred
Tennessee State Certification or eligibility to obtain Tennessee State Certification
Minimum of three years teaching experience
Previous experience as a reading/literacy specialist

PREFERRED QUALIFICATIONS

Background in Expeditionary Learning and/or experientially based learning
Previous teaching experience with diverse student populations
Previous teaching experience in urban settings Take out of italics

PRIMARY RESPONSIBILITIES

1. Coordinate and deliver excellent literacy instruction

1. Use school literacy standards and best practice research to develop instruction
2. Use differentiation strategies in literacy instruction
3. Use assessment data to inform instructional practices and refine curricula
4. Provide tutoring for students requiring remediation
5. Assist students in developing and achieving reading goals
6. Implement classroom management system that is consistent with school-wide policies and expectations that promotes the emotional and physical safety of students
7. Communicate effectively with families and students

2. Collaborate with peers to provide literacy instruction across academic disciplines

1. Participate in grade level team meetings and planning across content areas
2. Participate in department meetings to develop vertical school-wide strategies
3. Collaborate with team members to support literacy goals across grade-level
4. Participate in the development of grade level curriculum designs, to include investigations and expedition

OUTCOMES FOR THE POSITION

Students develop strong academic literacy skills
Students develop identities as readers and engage in independent reading
The school provides systematic intervention to the most struggling readers
Collaboration with others teachers will provide excellent literacy instruction that is effective for all students

Over time, LEAD Academy's students, staff, and families will help possibly change to "are working to" transform the educational expectations of our community, creating a national model for excellence in urban education and neighborhood redevelopment, and prove that all students can graduate from high school and be accepted to a 4-year college/university if given the proper support, training, and education.

As an Expeditionary Learning School Lead Academy strives to organize its curriculum around interdisciplinary learning expeditions and therefore cooperation and teamwork are integral components of our school. Through ongoing professional development Lead staff members are supported in engaging in active pedagogy practices. Fieldwork, service-learning, capstone projects, student-led conferences, exhibitions of student work, Saturday school, and crew/advisory, and a strong ethos of family involvement are just a few of the features that all contribute to a school culture of respect, responsibility, and engagement in learning.

How to Apply: Please send a cover letter and resume to the attention of Jeremy Kane, School Director, at teach@leadacademy.org or 1704 Heiman St Nashville, TN 37208. The position will be open until the right candidate is found, but resumes received by February 15, 2010 will receive priority consideration for possible interviews.

This posting will remain online until 06/30/10 .

La Tierra Community School, Prescott, AZ

Position: Elementary Teacher

Grades: 2nd-5th

Description of Position: La Tierra Community School seeks two creative, passionate and highly motivated classroom teachers for the opening year of this vibrant new school. Teachers will be responsible for creating curriculum through learning expeditions that incorporate projects, research, fieldwork and community service. La Tierra Community School's emphasis on the cultures of the Southwest, require applicants to have a working knowledge of the Southwest and an interest in multicultural education.

Description of School: La Tierra Community School is a new Expeditionary Learning school located in Prescott, Arizona. The School will open its doors in August of 2010 to 40 students in grades 2-5, expanding to become a K-8 in years to follow. La Tierra Community School provides an active, transformative educational experience and values a respect for diversity, academic rigor and a commitment to social and environmental justice. Our program uses the natural and cultural resources of the Southwest to foster local, relevant connections for children through learning expeditions. We value children's sense of curiosity and discovery as well as their ability to think critically, reflect upon their world and promote positive change in their community.

How to Apply: Please email a cover letter and resume (including contact information for three current references) to: latierracommunityschool@gmail.com

Resumes will be collected until positions are filled although priority will be given to those received by February 12, 2010 and the first round interviews will be conducted the week of February 15, 2010.

This posting will remain online until 03/01/10 .

Vallejo Charter School, Vallejo, CA

Position: K-8 Teaching Positions

Grades: K-8

Description of Position:

Kindergarten - 8th grade positions

must qualify for a CA multiple subject credential
English Language Learner certification

Desired

training/ successful teaching experience in an Expeditionary Learning school
training/ successful implementation of Responsive Classroom approach to discipline
Specific content knowledge in grades 6-8
Ability/ desire to work collaboratively

Description of School: Vallejo Charter School (VCS) opened in 2007 as a K-5 school and has expanded each year so that in 2010 we will have 400 students in kindergarten through eighth grade. Teachers work collaboratively to design and implement expeditions as well as the core math and language arts curriculums. VCS continues to work closely with our EL School Designer who is on site 4 days per month providing professional development, modeling lessons, and observing teachers and providing feedback. Culture and climate are key components of who we are as a school. We are implementing the Responsive Classroom approach to discipline and work hard to take responsibility for and to solve problems. We are a dynamic school, growing and changing each year as we come into our own as an organization. Parent involvement is a key to our success along with the hard work and dedication of our staff.

How to Apply: Please send the following:

cover letter explaining why you believe you are a good fit for our school
resume outlining teaching experience and any special training or qualifications you have to teach at an Expeditionary Learning School
letter of recommendation from current supervisor

This posting will remain online until 9/15/10 .

Girls Athletic Leadership School of Denver, Denver, CO

Position: Instructional Guide

Grades: 6-12

Description of Position: Reporting directly to the principal, the instructional guide will serve as one of the senior academic leaders of the school responsible for creating a thriving professional learning community. In addition to supporting the principal with teacher observations and coaching, the instructional guide will serve as the school's site assessment leader. As such, s/he will organize the administration of assessments; track and monitor academic data; and utilize data to design and lead the school's Response to Intervention (RtI) program. Additionally, the instructional guide will support teachers in designing expeditions and fieldwork and by planning and leading the school's professional development program.

For all available positions, GALS seeks candidates who demonstrate:

Mission alignment: Belief in GAL's mission of providing a college preparatory education in a supportive environment that fosters the academic mastery and personal development necessary for every young woman to become a powerful advocate for herself and leader of her community. Experience in gender-specific and movement-based educational environments a plus.

Pedagogical alignment: Belief that learning expeditions--or long-term, in-depth studies that focus on specific case studies-- help students construct deep understandings and skills and prepare them to create authentic products that meet a need for real audiences. Ability to differentiate, utilize data to drive instruction, and employ constructivist instructional skills. Experience developing expeditionary curriculum and/or teaching in an EL school a plus.

Entrepreneurial spirit: Ability to thrive in the ambiguity and intensity of a start-up environment.

Team Orientation: Ability to work collaboratively in a professional learning community by jointly planning and delivering instruction; participating fully in professional developing; and engaging in an on- going exchange of ideas.

Drive for excellence: Hard-working, self-starter who takes initiative and is committed to learning and self-improvement.

Qualifications: No Child Left Behind (NCLB) compliant. Previous teaching and/or administrative experience. Strong classroom management and organizational skills. Urban school experience and experience with diverse communities preferred. Certification required.

Description of School: The Girls Athletic Leadership School (GALS) seeks a team to lead a successful school start-up. Opening in 2010-2011, GALS is a new expeditionary learning public charter school serving 200 girls in 6th and 7th grades, growing one grade at a time until reaching full capacity of 700 girls grades 6-12. To achieve our mission, we offer an extended school day consisting of the following components:

Expeditionary Learning: Learning expeditions serve as the primary way of organizing our curriculum. Learning expeditions, or in-depth case studies, are aligned with district and state standards and feature projects and fieldwork that demand students to develop higher order skills.

Movement-Based: As opposed to relegating movement to physical education class or after-school sports, at GALS we incorporate movement into day-to-day instruction and classroom activity as a way of engaging students both mentally and phyically.

Wellness: We offer a full advisory/crew curriculum focused on the psycho-social dynamics of growing up female in today's world. All staff participates in and support this curriculum.

Liberal Arts: Students follow a rigorous liberal-arts academic program that will prepare them for four-year colleges and universities and that includes world language and electives.

Tight-Knit Community: Through advisories, community meetings, shared core values, and opportunities for students and teachers to connect both in and outside the classroom, GALS emphasizes the development of a close learning community.

How to Apply: Please send your resume and a personal statement explaining 1) for what position you are applying; 2) how your interests and professional experiences align with and qualify you to be part of GALS's vision and mission; 3) the challenges you anticipate encountering working in an urban start-up school. Documents should be in Word format sent via email to hiring@galschools.org While resumes will be accepted until all positions are filled, those received by February 5th will be given priority consideration. Candidates invited to move to the interview round will be expected to partake in a series of simulation exercises, including teaching to the hiring committee.

This posting will remain online until 4/30/10 .

Girls Athletic Leadership School of Denver, Denver, CO

Position: Middle School Teachers: Humanities, Math, Science, Spanish

Grades: 6-8

Description of Position: GALS seeks to hire NCLB highly qualified teachers skilled at integrating movement and hands-on learning into a standards-based academic environment focused on the overall health, wellness, and success of girls. In its start-up year, GALS teachers will be responsible to: develop detailed curriculum and expeditions; deliver engaging, inquiry-based instruction infused with movement and fieldwork; assess students' learning via portfolios and presentations of learning; and, serve as academic, character and wellness advisors.

For all available positions, GALS seeks candidates who demonstrate:

Entrepreneurial spirit: Ability to thrive in the ambiguity and intensity of a start-up environment.

Drive for excellence: Hard-working, self-starter who takes initiative and is committed to learning and self-improvement.

Wellness: We offer a full advisory/crew curriculum focused on the psycho-social dynamics of growing up female in today's world. All staff participates in and support this curriculum.

Liberal Arts: Students follow a rigorous liberal-arts academic program that will prepare them for four-year colleges and universities and that includes world language and electives.

This posting will remain online until 4/30/10 .

Girls Athletic Leadership School of Denver, Denver, CO

Position: Specials Teachers (part to full time): Art, Technology, Health/Wellness

Grades: 6-8 growing into 6-12

For all available positions, GALS seeks candidates who demonstrate:

Entrepreneurial spirit: Ability to thrive in the ambiguity and intensity of a start-up environment.

Drive for excellence: Hard-working, self-starter who takes initiative and is committed to learning and self-improvement.

Wellness: We offer a full advisory/crew curriculum focused on the psycho-social dynamics of growing up female in today's world. All staff participates in and support this curriculum.

Liberal Arts: Students follow a rigorous liberal-arts academic program that will prepare them for four-year colleges and universities and that includes world language and electives.

This posting will remain online until 4/30/10 .

Girls Athletic Leadership School of Denver, Denver, CO

Position: Specialists: ELL Coordinator/SPED Coordinator

Grades: 6-8 growing into 6-12

For all available positions, GALS seeks candidates who demonstrate:

Entrepreneurial spirit: Ability to thrive in the ambiguity and intensity of a start-up environment.

Drive for excellence: Hard-working, self-starter who takes initiative and is committed to learning and self-improvement.

Wellness: We offer a full advisory/crew curriculum focused on the psycho-social dynamics of growing up female in today's world. All staff participates in and support this curriculum.

Liberal Arts: Students follow a rigorous liberal-arts academic program that will prepare them for four-year colleges and universities and that includes world language and electives.

This posting will remain online until 4/30/10 .

Girls Athletic Leadership School of Denver, Denver, CO

Position: Coordinator of Student Services (part to full time)

Grades: 6-8 growing into 6-12

Description of Position: Reporting directly to the principal, the coordinator of student services will design and lead all of GALS' co-curricular programs, including: advisories, heath and wellness programs, after-school enrichment programming, character education and student discipline. In addition to designing and overseeing these programs, the coordinator of student services will be responsible for securing the volunteers needed to implement them.

For all available positions, GALS seeks candidates who demonstrate:

Entrepreneurial spirit: Ability to thrive in the ambiguity and intensity of a start-up environment.

Drive for excellence: Hard-working, self-starter who takes initiative and is committed to learning and self-improvement.

Wellness: We offer a full advisory/crew curriculum focused on the psycho-social dynamics of growing up female in today's world. All staff participates in and support this curriculum.

Liberal Arts: Students follow a rigorous liberal-arts academic program that will prepare them for four-year colleges and universities and that includes world language and electives.

This posting will remain online until 4/30/10 .

Girls Athletic Leadership School of Denver, Denver, CO

Position: Office Manager

Grades: 6-8 growing into 6-12

Description of Position: GALS' office manager will serve as the school's critical front office point-of-contact--answering phones, receiving mail, comforting sick students, and welcoming visitors. In addition the office manager will support the school's business management function with purchasing/receiving; organize enrollment events; and provide clerical support for the principal.

For all available positions, GALS seeks candidates who demonstrate:

Entrepreneurial spirit: Ability to thrive in the ambiguity and intensity of a start-up environment.

Drive for excellence: Hard-working, self-starter who takes initiative and is committed to learning and self-improvement.

Wellness: We offer a full advisory/crew curriculum focused on the psycho-social dynamics of growing up female in today's world. All staff participates in and support this curriculum.

Liberal Arts: Students follow a rigorous liberal-arts academic program that will prepare them for four-year colleges and universities and that includes world language and electives.

This posting will remain online until 4/30/10 .

WHEELS-Washington Heights Expeditionary Learning School, New York, NY

Position: Secondary Teachers--All Positions

Grades: 6-11

Description of Position:

POSITIONS

Subject to sufficient budget, positions in the school may include, but may not be limited to, the following licenses: middle school and high school teachers of English, mathematics, social studies, science, special education, ESL, Spanish, PE/health, music, art, and/or technology.

ELIGIBILITY REQUIREMENTS

New York State and New York City certification in the appropriate secondary level content area with satisfactory ratings.
Fluency in Spanish a plus.

DUTIES AND RESPONSIBILITIES

Responsibilities include but are not limited to:

designing and implementing curriculum that meets the city / state standards and incorporates rigorous activities rooted in Expeditionary Learning principles;
incorporating a variety of teaching strategies into the teaching practice in order to meet the needs of individual students;
working cooperatively with parents, teachers, teacher-leaders, and administrators;
collaborating with colleagues in teams and departments around specific goals rooted in student achievement data;
participating in on- and off-site staff development opportunities;
serving as an advisor to a small group of students, supervising their service learning, internship and expeditionary learning experiences, and acting as a liaison between the school and families;
team teaching and planning with colleagues;
maintaining a strong work ethic and a willingness to assume a variety of roles;
working with a mentor teacher, teacher-leaders, and administrators to ensure understanding and implementation of common policies, procedures, instructional strategies, and expectations;
developing an understanding of, and an enthusiasm for, the school's mission.

Description of School: WHEELS is an Expeditionary Learning-Outward Bound (ELOB) school rooted in quality teaching and learning. Our mission is: to work with families to prepare each sixth through twelfth grade student academically, emotionally, intellectually, and socially to succeed in a college of his or her choice and beyond. We organize our curriculum around interdisciplinary learning expeditions; collaboration, cooperation, and teamwork are integral components of our design. We ask for and support active pedagogy from our teachers, and have created a school culture that ensures high expectations; fosters a safe, respectful and orderly academic community; promotes adventure; develops our professional crafts as educators; and engages families in the life of the school. WHEELS staff members benefit from the ELOB partnership by receiving high-quality professional development from this nationally recognized educational organization. We are an insideschools.org Blue Ribbon Noteworthy school, and we are one of the highest rated schools on the NYC Department of Education's 2008-2009 Learning Environment Survey and Progress Report. Our teachers are dedicated, hard working, well trained, experienced, and exceptionally talented. We retain most of them on a yearly basis for many reasons including our positive, professional school culture, and the sense of accomplishment we collectively feel for the academic gains made by our students each year. We welcome visitors.

How to Apply: Send a resume and cover letter to jobs@wheelsnyc.org.

This posting will remain online until 06/28/10 .

Vista Grande High School, Taos, NM

Position: Science Teacher

Grades: 9-12

Description of Position:

Spring Semester, January 2010

POSITION

Science Teacher for Vista Grande High School, an Expeditionary Learning Public High School serving students in grades 9-12 in enchanted northern New Mexico.

Seeking high energy, positive, adventurous, communicative professional to join the VGHS educational team where teachers develop expeditions collaboratively and are passionate in teaching subject matter that embraces emphasis upon integrating all subjects. Wilderness trips, leadership, service learning, community engagement, and public displays of learning are regular parts of the school year.

SALARY AND BENEFITS

Competitive with NM public charter schools statewide. Perks include over ninety days of vacation including summer, Christmas, Thanksgiving, and spring break. Applicants should be prepared for a 3-year commitment.

QUALIFICATIONS

1)New Mexico secondary Science teaching license or possess academic background necessary to attain a NM secondary Science teaching license.

2)Successful clearance on background check.

Description of School: Vista Grande High School is an Expeditionary Learning Charter, public school, open to all students in Taos County's 2200 square mile geographical area in enchanted Northern New Mexico.

Standards-based curriculum is taught through thematically-linked, project-based interdisciplinary learning units called "Learning Expeditions" of 3-12 weeks in length.

Fieldwork, service and outdoor adventure are integrated with academics at each grade level. Learning environments also include internships, mentoring, and "real world" projects with authentic audiences from outside the school who care about the quality of student work.

Founded upon a rich cultural, ethnic and economic diversity that is mirrored in school leadership, in the student body, and in the curriculum.

School culture founded upon a Common Educational Framework and based upon a common code of conduct shared by faculty and students schoolwide.

Character formation is an integral part of the curriculum. Subjects are infused with ethical content. Each graduate is prepared to be a responsible and capable global citizen who is able to articulate a coherent moral philosophy.

Portfolio-based assessment in addition to grades, short-cycle assessments and standardized tests. Emphasis is upon assessment for learning (formative) rather than merely assessment of learning (summative).

All graduates will be prepared for college or other post-secondary education.

How to Apply: Submit a resume, letter of interest, transcripts, copies of credential(s)and VGHS Application to Dr. Loretta DeLong, 111 Paseo del Canon West, Taos, NM 87571.

Application material can also be emailed to ldelong@vghs.org or faxed to (575) 758-5102

**Applications are available on the Vista Grande High School Website at vghs.org. For further information, contact Dr. Loretta DeLong through email at ldelong@vghs.org or 575-758-5100 ext. 102

This posting will remain online until 09/01/10 .

AXL Academy, Aurora, CO

Position: ESL Teacher

Grades: PreK-8

Description of Position:

Establish a culture of high expectations that includes college preparation for all students
Develop and implement curriculum and instructional practices consistent with AXL instructional guidelines and Colorado Content Standards
Instruct using second language practices and methodologies
Strengthen language with materials that develop high proficiency
Encourage students to develop their oral proficiency and language skills
Actively engage all students in their own learning through organization, instructional practices, culturally competent modeling, and community-building
Know each student and his or her family well; create productive and positive relationships
Assess students' learning regularly in accordance, examine student data, and refine instructional and classroom practices to differentiate instruction as needed
Provide students and their families with regular and timely information on classroom activities and students progress; find ways to involve families/parents/guardians in their students' education
Actively participate in professional development, working with lead teachers, grade level teams, Chief Academic Officer, Head of School, student support personnel, and Expeditionary Learning Schools staff
Collaborate with other AXL teachers to improve own and others' instructional practices; share best practices
Track critical student information and maintain accurate student records, including attendance
Identify unique student needs and collaborate with other team members and outside service providers to diagnose and address learning challenges
Demonstrate commitment AXL Academy's mission, vision, value statements, core practices and benchmarks, policies and procedures, operating instructions, confidentiality standards, and code of conduct

Description of School: AXL is a college preparatory charter school in Aurora, CO, preparing students pre-kindergarten through 8th grade to create their futures. Our urban school community is diverse ethnically, linguistically, and socio-economically. In 2010-11, AXL will have 350 students in grades preK-7.

AXL delivers high academic achievement, character growth, and equity for all learners through an active pedagogy (Expeditionary Learning) and a strong school culture. Students are organized into single-gender divisions and loop for 2 years with their teacher. We operate on an 11-month calendar.

How to Apply: Please e-mail your cover letter, resume, responses to the 3 essay questions below, and copies of relevant licenses/certification to Audra M. Philippon, Head of School, at audra@axlacademy.org:

Essay Questions

What motivates you as a teacher?
Explain what you know or have learned from teaching a content-based curriculum.
Describe how you use student data in your daily practice. Please be specific.

This posting will remain online until 06/10/2010 .

AXL Academy, Aurora, CO

Position: PreK Teacher

Grades: PreK

Description of Position:

Establish a culture of high expectations that includes college preparation for all students
Collaborate with co-teacher to develop and implement bilingual curriculum and instructional practices consistent with AXL guidelines and Colorado Content Standards
Actively engage all students in their own learning through organization, instructional practices, culturally competent modeling, and community-building
Know each student and his or her family well; create productive and positive relationships
Assess students' learning regularly in accordance, examine student data, and refine instructional and classroom practices to differentiate instruction as needed
Provide students and their families with regular and timely information on classroom activities and students progress; find ways to involve families/parents/guardians in their students' education
Actively participate in professional development, working with lead teachers, grade level teams, Chief Academic Officer, Head of School, student support personnel, and Expeditionary Learning Schools staff
Collaborate with other AXL teachers to improve own and others' instructional practices; share best practices
Track critical student information and maintain accurate student records, including attendance
Identify unique student needs and collaborate with other team members and outside service providers to diagnose and address learning challenges
Demonstrate commitment AXL Academy's mission, vision, value statements, core practices and benchmarks, policies and procedures, operating instructions, confidentiality standards, and code of conduct

Essay Questions

What motivates you as a teacher?
Explain what you know or have learned from teaching a content-based curriculum.
Describe how you use student data in your daily practice. Please be specific.

This posting will remain online until 06/10/2010 .

AXL Academy, Aurora, CO

Position: Special Education Teacher

Grades: PreK-8

Description of Position:

Establish a culture of high expectations that includes college preparation for all students
Collaborate with classroom teachers to design and deliver instruction for special education students that supports the learning expedition and meets individual students' needs
Actively engage all students in their own learning through organization, instructional practices, culturally competent modeling, and community-building
Know each student and his or her family well; create productive and positive relationships
Provide students and their families with regular and timely information on classroom activities and students progress; find ways to involve families/parents/guardians in their students' education
Prepare student education plans in consultation with parents and IEP team members
Coordinate IEP implementation with teachers, administrator, district staff and parents
Monitor student progress, review and revise IEPs
Assist professional staff in diagnosis of learning disorders, development of planned remediation and evaluation of student progress
Maintain appropriate student data and other records and submit reports as required by school, district, state and federal guidelines
Implement the Response To Intervention (RTI) model for both student behavior and academic needs
Actively participate in professional development, working with lead teachers, grade level teams, Chief Academic Officer, Head of School, student support personnel, and Expeditionary Learning Schools staff
Collaborate with colleagues to improve own and others' instructional practices; share best practices
Identify unique student needs and collaborate with other team members and outside service providers to diagnose and address learning challenges
Demonstrate commitment AXL Academy's mission, vision, value statements, core practices and benchmarks, policies and procedures, operating instructions, confidentiality standards, and code of conduct

How to Apply: Please e-mail your cover letter, resume, responses to the 3 essay questions below, and copies of relevant licenses/certifications to Audra M. Philippon, Head of School, at audra@axlacademy.org:

Essay Questions

What motivates you as a teacher?
Explain what you know or have learned from teaching students with special needs in a content-based curriculum.
Describe how you use student data in your daily practice. Please be specific.

This posting will remain online until 06/10/2010 .

AXL Academy, Aurora, CO

Position: Spanish as a Second Language (SSL)

Grades: PreK-8

Description of Position:

Establish a culture of high expectations that includes college preparation for all students
Develop and implement curriculum and instructional practices consistent with AXL instructional guidelines and Colorado Content Standards
Instruct using second language practices and methodologies
Strengthen language with materials that develop high proficiency
Encourage students to develop their oral proficiency and language skills
Actively engage all students in their own learning through organization, instructional practices, culturally competent modeling, and community-building
Know each student and his or her family well; create productive and positive relationships
Assess students' learning regularly in accordance, examine student data, and refine instructional and classroom practices to differentiate instruction as needed
Provide students and their families with regular and timely information on classroom activities and students progress; find ways to involve families/parents/guardians in their students' education
Actively participate in professional development, working with lead teachers, grade level teams, Chief Academic Officer, Head of School, student support personnel, and Expeditionary Learning Schools staff
Collaborate with other AXL teachers to improve own and others' instructional practices; share best practices
Track critical student information and maintain accurate student records, including attendance
Identify unique student needs and collaborate with other team members and outside service providers to diagnose and address learning challenges
Demonstrate commitment AXL Academy's mission, vision, value statements, core practices and benchmarks, policies and procedures, operating instructions, confidentiality standards, and code of conduct

Essay Questions

What motivates you as a teacher?
Explain what you know or have learned from teaching a content-based curriculum.
Describe how you use student data in your daily practice. Please be specific.

This posting will remain online until 06/10/2010 .

AXL Academy, Aurora, CO

Position: Teacher (Primary and Elementary)

Grades: K-8

Description of Position:

Establish a culture of high expectations that includes college preparation for all students
Develop and implement curriculum and instructional practices consistent with AXL instructional guidelines and Colorado Content Standards
Actively engage all students in their own learning through organization, instructional practices, culturally competent modeling, and community-building
Know each student and his or her family well; create productive and positive relationships
Assess students' learning regularly in accordance, examine student data, and refine instructional and classroom practices to differentiate instruction as needed
Provide students and their families with regular and timely information on classroom activities and students progress; find ways to involve families/parents/guardians in their students' education
Actively participate in professional development, working with lead teachers, grade level teams, Chief Academic Officer, Head of School, student support personnel, and Expeditionary Learning Schools staff
Collaborate with other AXL teachers to improve own and others' instructional practices; share best practices
Track critical student information and maintain accurate student records, including attendance
Identify unique student needs and collaborate with other team members and outside service providers to diagnose and address learning challenges
Demonstrate commitment AXL Academy's mission, vision, value statements, core practices and benchmarks, policies and procedures, operating instructions, confidentiality standards, and code of conduct

Essay Questions

What motivates you as a teacher?
Explain what you know or have learned from teaching a content-based curriculum.
Describe how you use student data in your daily practice. Please be specific.

This posting will remain online until 06/10/2010 .

The Greene School, West Greenwich, RI

Position: Head of School

Grades: 9-12

Description of Position: The Greene School, in partnership with Expeditionary Learning Schools, is seeking a dynamic, committed Head of School to lead the development of a new, high-performing public charter high school. The successful candidate will use the Expeditionary Learning design as the framework to ensure high academic achievement and character development for all students within a diverse population.

The Greene School will open in September 2010 with 84 ninth and tenth grade students chosen from a random lottery of statewide applicants and will eventually serve 210 students in grades 9-12. The school will be located on the 2,300 acre W. Alton Jones Campus of the University of Rhode Island in West Greenwich, RI. Sponsored by the Audubon Society of Rhode Island, the mission of The Greene School is to support the growth and achievement of every student through the hands-on study of environmental sciences, sustainability and civic leadership in the classroom, the community and the natural world. The school will provide the academic preparation and requisite support for all students to be ready for college.

Expeditionary Learning Schools is a model for school improvement that emphasizes engaging instructional practices that promote equity and high expectations, rigorous in-depth curricula, and intentional culture building. Structures that provide time for student and adult learning and for knowing students well are also central to the design.

For more information visit www.thegreeeneschool.org .

Starting Salary: $85,000 plus benefits

Job Responsibilities:

A. Assume responsibility for implementing the mission of The Greene School and the Expeditionary Learning design.
B. Create a professional community that focuses on curriculum and instruction as the primary vehicles for improving student achievement and school culture.
C. Lead the development of initial curriculum frameworks aligned with Rhode Island State Standards and reflecting the unique mission of The Greene School.
D. Direct the process of obtaining final approval of the charter application by the Board of Regents.
E. Recruit, hire, orient and retain a group of dynamic, committed founding teachers.
F. Serve as the primary representative of the school in all student and community outreach efforts.
G. Intentionally build a school culture that evidences high expectations for courtesy, respect, compassion and a scholarly environment for both students and adults.
H. Deliver the academic preparation and requisite support for all students to be college ready and to meet or exceed all Rhode Island Performance Based Graduation Requirements.
I. Ensure a safe, supportive and productive environment for students, staff, and families from diverse communities.
J. Model a commitment to shared leadership, data-based decision making and continuous improvement.
K. Motivate teachers to continue to develop their content knowledge and instructional repertoire, and provide the resources needed.
L. Model effective instructional practices in staff meetings, professional development sessions, and team meetings.
M. Reinforce and institutionalize the mission of The Greene School and the implementation of Expeditionary Learning practices through regular observation, coaching, and evaluation of teachers and other staff.
N. Work closely with ELS school designers and others to plan effective professional development aligned with school improvement goals.
. Align the uses of time, money, and materials to the school's mission and instructional priorities.
P. Assist with ongoing fundraising and development efforts to support operational and capital needs.
Q. Cultivate strong partnerships with community organizations, regional and national partners, colleges and universities.

Qualifications

A. Masters degree and three years teaching experience.
B. Possession of or ability to obtain the required administrative license - RI Secondary Administration Certificate (7-12)
C. Evidence of deep commitment and/or experience implementing Expeditionary Learning or a similar project-based model.
D. Communication and interpersonal skills to provide clear leadership within a highly collaborative school environment.
E. Experience managing schedules and budget to reflect a school vision.
F. Proven experience as an instructional leader and staff manager including experience supervising and evaluating teachers.
G. Ability to form productive relationships with students, families, and staff.
H. Experience in school start-up or restructuring (preferred)

Description of School: The Greene School will open in September 2010 with 84 ninth and tenth grade students chosen from a random lottery of statewide applicants and will eventually serve 210 students in grades 9-12. The school will be located on the 2,300 acre W. Alton Jones Campus of the University of Rhode Island in West Greenwich, RI. Sponsored by the Audubon Society of Rhode Island, the mission of The Greene School is to support the growth and achievement of every student through the hands-on study of environmental sciences, sustainability and civic leadership in the classroom, the community and the natural world. The school will provide the academic preparation and requisite support for all students to be ready for college.

How to Apply: Please include a resume and a letter of introduction with a brief explanation of your interest in this position.

Email your submission to: apratt@thegreeneschool.org

This posting will remain online until 04/01/10 .

Baltimore Freedom Academy, Baltimore, MD

Position: Upper School Principal

Grades: 9 - 12

Description of Position: The Baltimore Freedom Academy (BFA), an award-winning, progressive public charter school in the heart of Baltimore, MD, seeks an inspiring educational leader as our next upper school principal who will help take our school to the next level. As Principal, you will join our collaborative school leadership team and play a significant role in the lives of our students, their families and the community. The Principal works in partnership with the school's operator (the BFA Foundation), to continually identify new opportunities that fulfill the school's mission, enhance BFA's instructional environment and to catalyze change.

The Principal embodies/models BFA's values, stimulates high levels of performance among students and staff, and actualizes the school mission and vision. The Principal focuses on 3 main areas: administrative leadership, curriculum and instructional excellence using the expeditionary learning model, and school culture, to ensure optimal classroom learning.

The Principal:

Plans, directs, implements, and evaluates the instructional program, and carry out adopted curriculum in accordance with the needs of the school.
Build a successful learning community within the intellectual, cultural, economic, political, and governmental context in which the school operates.
Demonstrates integrity, ethics, professionalism, respect, and value for the perspectives of all stakeholders.
Develops, implements and sustains innovative strategies and research-based educational programs.
Initiates, encourages, and directs experimental and pilot programs of instruction aligned with the BFA mission.
Inspires passion and commitment among staff to produce a culture of excellence centered on the school's vision.
Utilizes formative assessment data to guide learning support and drive instruction, curriculum, and professional development.
Ensures a participative culture that embodies holistic education and mutual respect, emphasizes personal and group responsibility, recognizes growth and achievement, solves problems collaboratively, and encourages opportunities for faculty and staff to practice and develop leadership skills.
With administrators, teachers, parents, and students, ensures a Code of Conduct is followed to create a safe, secure school for learning.
Maintains an open-door policy with parents; actively includes them in school decision-making and activities; encourages parents to organize a self-sustaining model of feedback and communication.
Maintains personnel policies and procedures, and coordinates with the appropriate union contracts.
Participates in Board strategic planning processes to ensure Board and School activities are coordinated effectively.

Qualifications/Credentials:

Master's degree in education, management or related field.
Possession of a standard academic administration credential (or a credential of equivalent authorization issued for example by the Maryland State Department of Education).
Minimum of three years solid experience as a progressive upper school CAO/principal/district-level school administrator or related administrative/management position, in an urban environment.
Significant experience with the Expeditionary Learning model is highly desirable.
Demonstrated history of exceptional school management and instructional leadership skills to include hiring/maintaining a highly talented instructional staff in a progressive instructional environment that has a record of high achievement.
Record of implementing/sustaining innovative, research-based educational approaches.
Experience with school finance, budgets and organizational management.

Description of School: Opened in 2003 as one of Baltimore city's innovation high schools, BFA offers a curriculum and culture centered on social justice and activism, to prepare our students to successfully participate in transforming their communities. BFA emphasizes leadership, academic excellence, community involvement, and personal development. U.S. News & World Reports recently chose BFA for a Bronze recognition award as one of the best high schools in the United States. We have chosen to keep our upper school small, never enrolling more than 400 students in all four grades, with 300 students in the middle school. BFA attracts students and families who want to be here. Our Expeditionary Learning school reform model and programs are specifically designed to develop the strengths and talents we know our faculty and students possess.

Salary and Benefits: In addition to providing a competitive salary commensurate with experience and a comprehensive benefits package, BFA offers a supportive and professionally satisfying school environment with exceptional cross-functional teamwork. The Baltimore metropolitan area has a reasonable cost of living with a wide range of housing options, and diverse, multi-cultural activities and opportunities.

How to Apply: If you are an experienced, progressive instructional leader with the commitment to academic and social change, email your credentials for confidential consideration, to the BFA Search Committee: employment@baltimorefreedomacademy.org.

BFA is proud to be an Equal Opportunity Employer.

This posting will remain online until 05/30/10 .

Expeditionary Learning Staff Openings

New York City Outward Bound, Long Island City, NY

Position: Research Intern

Grades: 6-12

Description of Position: The Research Intern will assist with organizing, analyzing, and interpreting the data from our newly piloted student Character Surveys and will work closely with the Assessment and Data Manager to prepare and /present results to our network of schools and NYC Outward Bound's management team.

Description of School: New York City Outward Bound (www.nycoutwardbound.org) is a not-for-profit educational organization dedicated to bringing Outward Bound's approach to teaching and learning to the young people of New York City and their public schools. Our mission is to effect positive and lasting change in the lives of New York City's young people and in their public schools. NYC Outward Bound has established a network of Expeditionary Learning secondary schools in New York City. ELS is a nationally recognized model for school transformation and creation, which features real world learning, engaging instruction, rigorous curricula, and character development.

How to Apply: E-mail cover letter and resume to Evelyn Brosi, Assessment and Data Manager, ebrosi@nycoutwardbound.org.

This posting will remain online until 03/31/10 .

Instructional Guide - Expeditionary Learning Schools

New York City Outward Bound

Overall responsibility: The primary responsibility of the school-based Instructional Guide is to serve as a facilitator and coach for implementing the Expeditionary Learning Schools Outward Bound model (www.elschools.org ) at the school. The Instructional Guide works in concert with the Expeditionary Learning (EL) School Designer (an experienced coach in the EL model), school Principal and faculty. The Instructional Guide (IG) is part of both the leadership team at the school and the NYC region Expeditionary Learning team housed at New York City Outward Bound (www.nycoutwardbound.org). The IG reports to the Principal and has discrete responsibilities that require reporting to NYC Outward Bound Regional Director.

Major tasks and responsibilities:

Although the instructional guide may have other school related responsibilities, the primary responsibilities entail:

working with the school leadership team to schedule, plan and deliver all professional development sessions; functioning as the keeper of the master PD plan for the entire school short and long term
managing the school Work Plan
guiding the school to effectively collect data, and;
ensuring appropriate formative and summative assessments are built in and that assessment and data are used throughout the year to guide instruction and PD strategies
Attending local and national professional development
Working with School Designer to:

Coordinate the work with district or school curriculum personnel to insure that the work of learning expeditions and EL instructional practices are a means to fulfill expectations/requirements placed on teachers
Meet regularly with teachers /teams during common planning time or other regularly scheduled sessions to collectively discuss issues focused on: curriculum, assessment, literacy, examination of student work, classroom instructional practices, classroom management or other teaching and learning issues.
Provide classroom or other support to help teachers implement learning expeditions, literacy practices and EL pedagogy. This could include: modeling lessons, helping with student project work, assisting with authentic fieldwork or service learning opportunities, contacting community experts, scheduling issues, parent involvement, providing materials/supplies, etc.
Promote a cycle of inquiry so that faculty can discuss and better understand Expeditionary Learning as school reform model. The goal is an accurate, shared knowledge of the design as an approach to teaching and learning that will support school improvement goals and increase student achievement.

Qualifications:

Experience in urban schools, with at least 3 years full time teaching experience, preferably in an EL school.
Experience teaching and facilitating adults, preferably in a school environment
A valid NYS/City teaching license (or a surefire plan for getting one by the end of the first year of employment)
Demonstrable success with interdisciplinary, project-based and active pedagogy
Facility with assessment protocols such as standards-based grading
Philosophy that is aligned with the EL Design Principles, Core Practice Benchmarks (see www.elschools.org) and the Outward Bound approach to working with youth (www.nycoutwardbound.org).
Strong communication, organization and time management skills
Flexible, hard-working and facile multi-tasker
Prior experience in a start-up school or as a planning team member a big plus

To Apply: If interested, please send a resume and cover letter to Fred McIntosh (fmcintosh@nycoutwardbound.org) with "instructional guide" in the subject line. No calls please.

Expeditionary Learning School Designers

Description of Position:

An Expeditionary Learning school designer has the primary responsibility, under the supervision of a regional director, for supporting the implementation of the core practices and the design principles of the Expeditionary Learning design in 4-6 schools. School designers are experienced teachers and administrators who work with school principals and leadership teams to identify their needs and goals and to provide the appropriate services to address them.

School designers assist individual teachers and teacher teams in developing high quality learning expeditions--in depth, project-based investigations aligned with standards -- as the primary way of organizing the curriculum; in implementing active and engaging instructional practices that promote equity and high expectations; and in establishing practices that build school culture and foster character. They also work to guide school leadership and develop school structures that support these practices.

Qualifications:

Required minimum 5 years classroom teaching experience, preferably in Expeditionary Learning or similar schools
Experience teaching and facilitating adults
Strong background in reading and writing across the curriculum
Preferred experience in school administration
Strong communication and organizational skills
Willingness to travel and work flexible hours

Salary: commensurate with experience.

How to Apply: Please send a resume and cover letter by e-mail to amahler@elschools.org or by U.S. mail to:

Annmarie Mahler
Expeditionary Learning Schools Outward Bound
247 West 35th Street, 8th floor
New York, NY 10001

Expeditionary Learning Partner Schools may place job listings using this form.