PROVIDENCE SCHOOL DEPARTMENT



|PROVIDENCE SCHOOL DEPARTMENT |

|JOB DESCRIPTION |

|TITLE: |WORK YEAR: |

|English Language Development Facilitator |2016-2017 |

| | |

|NUMBER OF VACANCIES: |EXTRA DAYS: |

|1 position |Grant-stipend for 15 day summer planning institute (Contingent upon funding) |

|INTERNAL TEACHERS ONLY: |INTERNAL AND EXTERNAL TEACHERS: |

|(Type internal teachers only here) |Yes |

|REPORTS TO: |DIRECTLY SUPERVISES: |

|Principal |N/A |

|JOB LOCATION: |INTERVIEW LOCATION: |

|Evolutions High School |TBD |

|REASON FOR OPENING: NEW OR REPLACEMENT * If it’s a Replacement |POSITION TYPE: UNION, NON-UNION OR ADMINISTRATOR – For Non-Union and |

|Please indicate the last to own for the position. |Administrator positions please Indicate the Salary Range for the positions. |

| | |

|New - contingent upon funding |UNION |

|(Summary) JOB DESCRIPTION: |

|Evolutions High School will prepare each student for outstanding success in college and career. Guided by a commitment to courageous innovation |

|and democratic principles. At Evolutions students will be empowered through mindfulness and wellness to create positive change in themselves, our |

|community and the world at large. Our students will design their own successful paths for high school, college, career and life. Our mission is to|

|create a nurturing and enriching environment where students can develop intellectual curiosity and find their voice through community experiences, |

|internships and student run government while developing foundational college, career and life skills. |

| |

|Evolutions High School opened in September 2015 to a small group of 9th grade students and will grow one grade level each year. Our instructional |

|framework centers on personalized, mastery-based learning which allows students to move at their own pace in learning. Students, families and |

|community members play an active role in guiding our student’s ongoing development. |

|The English Language Development Facilitator will work in partnership with students, families and fellow faculty members from both schools to |

|promote student achievement and create safe, healthy, and supportive learning environments for all students. |

|To jumpstart the school’s launch, all faculties will attend a grant-stipend 15 day summer planning institute (contingent upon funding). |

|This institute will offer an essential opportunity for staff to be involved in pioneering the school’s culture and instructional program. |

|EDUCATION TRAINING AND EXPERIENCE: |

|Fully-certified in a secondary content area and endorsed in Secondary Grades English as a Second Language as described in "RIDE requirements" by |

|August 30, 2016 or willingness to become fully certified including on an emergency basis if necessary (fully-certified strongly preferred). |

|Must demonstrate flexibility, a student-centered perspective, and the ability to cope with change quickly as the school constantly innovates and |

|changes in order to improve. |

|Applicants should be hard workers dedicated to youth growth and development, maintain a willingness to embrace and initiate constant learning, and |

|demonstrate an “all hands on deck” attitude to do whatever it takes to accelerate student achievement regardless of role. |

|Must demonstrate experience and/or willingness to commit to both schools’ missions and become involved in all essential aspects of school launch |

|and development. |

|CERTIFICATE / LICENSE REQUIRED: |

|7-12 English as a Second Language and secondary content area |

|DESCRIPTION OF DUTIES, RESPONSIBILITIES AND CURRICULAR LINKAGES: |

|Evolutions High School opened in September 2015 with an inaugural 9th grade class and will continue to grow by one grade level each year. School |

|staff will build on the work developed by community, educator and student members of the initial design team to drive the direction for a small, |

|innovative high school with high expectations for collaboration, academic work, inclusiveness, and civic involvement. |

| |

|To jumpstart the school’s launch, faculty will participate in 15 days of summer planning (grant stipend). These summer planning days will offer an |

|essential opportunity for staff to be involved in pioneering the school’s culture and instructional program. |

| |

|Because roles in small, innovative schools are complex and require tremendous individual and collective effort, applicants must demonstrate |

|experience and/or willingness to commit to both OBD High Schools’ missions and become involved in these essential aspects: |

|Serve as an advisor to a group of students, including maintaining ongoing communication with parents/guardians and supporting students with |

|goal-setting around academic, social and emotional achievement and growth that include language objectives. |

|Use data to group students daily based on learning needs to deliver 1:1 and small group instruction. |

|Design courses and learning content that include online, in-person and interdisciplinary components. |

|Facilitate independent learning by students through use of online, mastery-based learning programs. |

|Collaborate with all Learning Facilitators to ensure that students are working toward content and language learning goals. |

|Accelerate the learning or acquisition of English and the academic content of all subject areas in order for students to achieve academic success |

|and classroom expectations. |

|Implement all district ELL procedures and serve as a resource for information regarding students from other language backgrounds. |

|Participate in professional development such as instructional rounds, teacher common planning time, and collaborative work with staff. |

|Work in a start-up organization with a focus on personalized, mastery-based learning and interdisciplinary projects. |

|Work within the confines of the PPSD Calendar. |

|Promote opportunities for student contribution to the school’s ongoing improvement and design evolution. |

|Use standards-based grading to diagnose, assess and track student mastery. |

|Design courses and learning content that include online, in-person and interdisciplinary components that are grounded in the standards (CCSS, NGSS,|

|etc.). |

|Regularly use data to create individualized student learning pathways and differentiate instruction by developing, selecting and modifying |

|instructional plans and materials to meet the needs of all students. |

|Promote/develop school-family and school-community partnerships in support of student learning. |

|Work carefully and thoughtfully to prepare students for transitions into high school and past graduation (college and career). |

|Integrate school theme(s) into your content area and work across content areas. |

|Instruct students in academic subject matter as well as social, emotional, and behavioral skill areas. |

|Create a safe and supportive learning environment with routines and structures that align with school’s values and promote a school atmosphere and |

|environment conducive to the intellectual, physical, social, and emotional development of all students. |

|Monitor and evaluate student outcomes maintaining appropriate records and following all required procedures and practices, and use that data to |

|guide instructional planning. |

|Supervise students in a range of settings; protect and promote the safety and well-being of students, colleagues, equipment, materials and |

|facilities. |

|Communicate and interact effectively, appropriately and professionally with students, colleagues, parents and the community. |

|Continuously develop and improve teaching practice and support colleagues in their development. |

|Support the Principal, building leadership team, and district leadership team. |

| |

|Additionally, school faculty shall participate in: |

|at least two hours a week of posted office hours for students (scheduled at faculty convenience within a range of options) |

|at least 15 hours of personalized professional development during the school year |

|student-led conferences with each student and his/her family during at least 2 out of 3 of trimesters |

|student exhibitions of learning during at least 1 out of 3 trimesters |

|weekly or biweekly individual meeting with school leader(s) for developmental coaching sessions based on weekly informal observations |

|the development of course syllabi to be shared with students and families and individual/small group lesson plans based on student’s needs and |

|interests |

|weekly school-wide and departmental Common Planning Time meetings with school leader and colleagues |

| |

|Highly encouraged activities include: |

|Participation and/or supervision of special events, including athletic programs, dances, family nights, open houses, student recruitment meetings, |

|etc. |

|At least one Saturday 3-hour tutoring session per trimester. |

|At least one in-house school committees and/or special programs. |

|MINIMUM QUALIFICATIONS STANDARDS: |

|Belief that all students can succeed and be willing to provide a personalized learning experience that cultivates students’ growth mindset. |

|Highly motivated to practice effective collaboration skills with diverse groups. |

|Ability to be a warm, caring team player. |

|Ability to quickly synthesize student learning data to continuously adjust instruction for students. |

|Experience in successfully facilitating positive youth development or integration of social-emotional learning in a secondary setting. |

|Comfortable working in innovative setting, willing to test new ideas and adapt well to change. |

|Ability to use technology in creative ways and willing to take initiative to adapt technology to promote student learning in innovative ways. |

|Specific technical skills, such as: |

|Familiarity with communication, presentation, and data management tools and applications in desktop, web-based, and mobile environments |

|Willingness and ability to model information, communication, technology, and media literacy for students, colleagues, parents, and community |

|Willingness and ability to continuously learn, develop and evolve new skills and support colleagues in the development of their skills in all |

|Microsoft Office applications and relevant web applications (e.g., Google Chrome, Internet Explorer, Outlook, Google Apps, Skyward, and online |

|curricula/software) |

|Communicating student achievement data with students, parents, and families through an online platform. |

|Bilingual Spanish preferred. |

| |

|Application Requirements |

|Must uploaded in PATS profile |

|Resume |

|Cover letter that includes acknowledgment of the candidate’s commitment to the conditions of the position and a detailed description of how the |

|candidate meets the job qualifications |

|Completed Hiring Exercise (Right click on the link below) |

| |

|Evolutions Hiring Exercise |

|For Internal use only |JOB CODE: |

|DATE(s) CREATED: |DATE(s) REVIEWED: |DATE(s) REVISED: |

|00/00/0000 |00/00/0000 |00/00/0000 |

|FILE NAME: |

|(Type job code here) |

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