Middle School Grade (6-8) Teacher (Future Opportunities)

Middle School Grade 6-8 Teacher Program Description

At the Frances Xavier Warde School, Middle School students are encouraged to take intellectual risks, to broaden their reading and understanding of community and world issues, and to learn to make good decisions and act independently as they prepare for high school. With teacher guidance, students explore content area subjects while developing a repertoire of academic vocabulary, note-taking skills and test-taking strategies. Teachers focus on curriculum integration in the humanities, math and science, and world language. Through intensive training in both oral and written communication, participation in cooperative projects and experiments, and purposeful use of technology, students build young adult learning skills as they broaden their knowledge. During the Middle School years, students are given greater opportunities for extracurricular activities in the areas of sports, drama, music and art. These opportunities, coupled with a rigorous curriculum, help to foster increased independence in students as they progress toward high school.

Duties/ Responsibilities

Middle School Grade 6-8 Teacher Primary Functions

The Middle School Teacher is responsible for facilitating the cognitive development of all learners by providing a quality learning experience to all children in his/her care. The teacher must possess the knowledge and theoretical grounding necessary to instruct the Middle School student, utilizing age-appropriate methods, strategies and procedures.

FXW Middle School (Grades 6-8) Teacher - Job Description

What Makes an FXW Teacher Competent and Effective

Educators are hired with the expectation that they possess the necessary knowledge, teaching skills, character, and commitment to be productive members of the FXJN community. The following is a list of descriptors:

•       Adheres to the unique Catholic mission and interfaith values of FXJN School.

• Articulates a working knowledge of FXWs value-centered mission and academically rigorous curricular goal.

• Participates in spiritual development activities of the FXJN community, including support for student community service projects and initiatives.

• Models the importance of daily prayer and worship through active participation with students.

• Demonstrates a willingness to plan, encourage and participate in community building activities (religious, social and educational)

•       Utilizes effective instructional strategies and assessment tools that develop higher-level thinking skills.

• Demonstrates comprehensive knowledge of subject matter.

• Understands interrelationships of content areas.

• Regularly utilize formative and summative assessment to guide instruction.

• Employ technology effectively to enhance teaching.

• Presents lessons and instructions in multiple modalities to address students' various learning styles and abilities.

• Encourages students to become aware of social issues and current events appropriate to their level of understanding

•       Creates and manages the classroom in a positive manner, respecting the dignity of all.

• Respects the rights of students as individuals.

• Utilizes positive reinforcement strategies.

• Creates a classroom that is visually stimulating, orderly and safe.

• Mentors’ students effectively and professionally.

•       Completes annual goals and seeks professional development opportunities.

• Demonstrates a sense of professional responsibility by keeping current with recent practice and research in education.

• Collaborates and works with administration to further yearly goals.

•       Maintains a positive rapport with all members of the FXJN community.

• Accept feedback and works to show improvement.

• Respects the integrity of fellow staff, students and parents by being discreet and tactful when discussing student and school-related issues.

• Demonstrates flexibility and models collegiality.

• Fulfills routine duties and expectations in a dependable manner.

• Demonstrates evidence of prior planning and preparation.

• Creates lesson plans with clear student-centered objectives, incorporating the principles of backward design, as well as the use of formative and summative assessments.

• Use instructional time efficiently.

• Evaluates student progress effectively.

• Utilizes correct and appropriate written and oral communication in conversations, reports and meetings.

• Punctual and effective supervisory duties such as dance supervision, music rehearsal supervision, morning supervision, lunch supervision, after- school supervision {e.g. study or homework club), and curb or bus duty.

• Willingly uses and integrates technology into the classroom.

• Maintains an up-to-date Gradebook, Teacher Website and Lesson Plans

• Articulates concepts and writes narrative reports in a timely, professional, and grammatically correct manner.

• Participates effectively in Roundtable Student Evaluation sessions

• Effectively leads parent/student/teacher conferences on a bi-annual basis

• Punctual for and actively participates in weekly grade level curriculum meetings

• Fulfills additional coverage duties as requested by Administration.

Teacher Evaluation Program

Explanation:

The teacher evaluation program is an ongoing process designed to recognize and encourage the work of a teacher. The process will provide an ongoing opportunity for professional growth and renewal, to recognize strengths and to provide an open climate for new ideas. The overall goals of the evaluation plan are to

positively enhance FXWs instructional program as well as support the teacher's professional growth. This process will challenge the teacher to build on talents; to recognize and reflect upon present practices; to

articulate and reflect on difficulties and seek solutions. The success of the program is predicated on the following conditions: conscientious self-evaluation, mutual respect and trust, and confidentiality between

teacher and supervisor.

Three-part process:

1.      Goal setting is an integral part of professional growth. The setting of goals every year provides the teacher and evaluator an opportunity to focus together on areas of professional growth. An evaluator may identify a goal for a teacher based on previous year's evaluation feedback. By the end of October, the teacher and evaluator will meet to discuss the goals. The established goals may be modified or continued at any time throughout the process by mutual agreement. In the absence of mutual agreement, the goals may be established, modified or continued at the discretion of the evaluator. There will be additional meetings to review the status of the goals throughout the year.

2.      Additionally, teachers will be informally and formally observed and evaluated each year. Informal observations can include classroom visits and observations of the teacher in outside-the-classroom situations. A formal observation will include a pre-observation conference, an observation, and a post observation conference and a teacher reflection. These will be completed by a mutually agreed upon date. Additional observations with follow-up may occur at the request of the teacher or the prerogative of the evaluator.

3.      A performance review is a summative evaluation of the teacher's performance as evidenced by formal and informal classroom observation and goal setting. By design, it includes feedback on the areas of teacher competencies and effectiveness listed above. Areas of noted deficiency may be remediated by enacting a Plan of Intensive Assistance and the appropriate measures of further administrative review will take place.