Teacher

NORTHEAST METRO 916 INTERMEDIATE SCHOOL DISTRICT 
 
VACANCY NOTICE 
  

 

Date Posted:  August 3, 2012

Assignment:  Valley Crossing Community School   

FTE:  1.0 FTE   
 
Anticapted Starting Date:  August 2012  

Job Summary: 

Responsible for providing an educational environment where students have the opportunity to fulfill their potential for growth. Responsible for organizing and implementing an instructional program that will result in students achieving academic success in accordance with district policies.   
 
Duties and Responsibilities:

• Implements and delivers instructional activities to actively engage students in meaningful learning experiences. Instructs and monitors students in the use of learning materials and resources for use in educational activities. Assign and grade class work, homework, tests and assignments.
• Plans and prepares lessons for appropriate subject and grade/age level and ensures that student growth and achievement is continuous. Evaluates, selects, and modifies instructional resources to meet the needs of the students with varying backgrounds, learning styles, and special needs.
• Provides a variety of learning materials and resources for use in educational activities. Uses available resources and school continuum to effectively plan, present, monitor and assess student learning.
• Communicates effectively, both orally and in writing, with students, parents, and other professionals on a regular basis. Shares academic, behavioral, emotional information with parents and staff. Establishes and maintains positive relationships with students, parents and staff.
• Manages classroom resources and may also direct the work and manage day-to-day activities of Education Assistants
• Manages student behavior utilizing proactive, positive interventions and implements appropriate behavioral management plans and crisis intervention strategies. Ensures due process rights of students.
• Maintains accurate and complete records of students' progress and development including implementing plans for special education groups. May develop and write annual IEP’s, progress reports and three-year reassessments and complies with due process requirements
• Assesses changing curricular needs, offers plans for improvement, and develops new curriculum within District guidelines. Keeps up to date with developments in subject area, teaching resources and methods and make relevant changes to instructional plans and activities.
• Participates in department and school meetings, parent meetings.
• Performs other job-related duties as assigned.

Minimum Requirements: 
 
Requires a minimum of a bachelor’s degree and licensed or able to obtain a license from the MN Department of Education in Elementary Education.    

Valley Crossing Community School Profile: 

Valley Crossing is a unique, child-centered place based on the best practices in curriculum, organization, and architecture. In planning the school, visionary parents collaborated with teachers, superintendents, school boards, and other educational and community leaders to select the best components from the most effective schools nationally and internationally.
 
At Valley Crossing, we believe all children can and want to learn. Toward that goal, we take the Responsive Classroom approach to creating a safe, challenging, and joyful educational environment. Responsive Classroom seeks to teach students appropriate ways of getting along with each other as members of the community.

The seven guiding principles of Responsive Classroom are:

• The social curriculum is as important as the academic curriculum.
• How children learn is as important as what they learn: process and content go hand-in-hand.
• The greatest cognitive growth occurs through social interaction.
• There is a specific set of social skills that children need to learn and practice in order to be successful: cooperation, assertion, responsibility, empathy, and self-control.
• Knowing the children we teach - individually, culturally, and developmentally - is as important as knowing the content we teach.
• Knowing the families of the children we teach is as important as knowing the children we teach. Parents are our partners.
• How we, the adults at the school, work together is as important as our individual competence: effective schools begin with the adult community.

Equal Opportunity Employer