DescriptionSt. Paul High School is a co-educational college preparatory high school located in Santa Fe Springs. We are currently accepting resumes for a Theology teacher. Our classrooms are “student-centered”, that is, there is less emphasis on lecture and greater emphasis on active student participation in their own learning. Our Religion courses are Socratic leading to students learning to make their own analyses and conclusions. Applicants should be familiar with and supportive of the educational and spiritual philosophy and mission of a Catholic high school. We are seeking a teacher who is well-versed in Catholic teachings and certified by the Archdiocese of Los Angeles.
RequirementsEDUCATION & EXPERIENCE: • Bachelor’s degree required; Master’s Degree preferred • Two years teaching experience in school setting preferred CORE COMPETENCIES: • Mission Focused • Student-Centered • Committed to continuous improvement • Collaborative • Sensitive to other cultures • Sensitive to the needs of special learners (ELL, IEP, 504) KNOWLEDGE & SKILLS: • Knowledge of or experience with or open to learn: • Common Core State Standards • High Impact Instructional Strategies • Understanding by Design • Higher Level Thinking Skills • Ability to use data to inform instruction and decision-making related to student achievement • Curriculum map and lesson plan construction – scope and sequence planning • Ability to turn best practices into high quality, goal-driven results • Highly effective writing, oral and interpersonal skills to communicate with a varied audience • Data managements tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint and Outlook) DUTIES & RESPONSIBILITIES: • Must be willing to be a responsive, flexible member of the Math department. • Successful candidate must possess strong inter-personal skills to building rapport with culturally diverse students to ensure each child reaches his/her full potential. • Good attendance and punctuality are a must to ensure that the duties and responsibilities of the job are performed successfully. ESSENTIAL QUALITIES St. Paul High School (SPHS) teachers are more than instructional staff members and classroom managers. They help transform children’s lives by creating opportunities for a brighter future. We are seeking a versatile math instructor who will make the commitment to teach with determination, integrity and purpose, embodying these essential qualities: • A commitment to student-centered learning and measurable academic outcomes • A commitment to Common Core instructional methodologies • Reflective, self-aware and adaptable to communication and work styles of others • Critical thinker and problem solver who takes initiative • Belief in the power of collaboration and works to build a collaborative culture with SPHS network, community, staff, families and students ESSENTIAL FUNCTIONS A St. Paul High School teacher works to create and enhance a culture of achievement and respect where high expectations and results are the norm. All teachers are responsible for demonstrating significant and measurable academic gains with the students they teach. All teachers’ actions must always be aligned with our mission, vision, core values and education program. The essential functions for our teachers are as follows: I. PLANNING and PREPARATION • Demonstrate knowledge of content and pedagogy • Demonstrate knowledge of students • Set Instructional outcomes • Demonstrate knowledge of resources II. DELIVERY of INSTRUCTION • Explicitly introduce learning objectives to activate students’ prior knowledge as it relates to the objectives and conclude the lesson by revisiting the learning objective and having students apply it in context. • Present content through a variety of instructional strategies to reach all learners. • Provide many and varied opportunities for students to achieve mastery while working to promote achievement by all students without exception. III. ASSESSMENT • Develop standards-aligned, measurable, ambitious big goals that will increase student opportunities for achievement; assess and track performance against these goals. • Measure student achievement of, and progress toward, the learning objectives and big goals with formative and summative assessment tools. • Provide ongoing and timely feedback to students on their progress towards meeting big goals by frequently checking for understanding and listening. • Use data to reflect on effectiveness of lessons and student achievement progress in order to improve instruction and personal practice. IV. LEARNING ENVIRONMENT • Create a focused environment of fairness and respect that encourages students to take risks and strive to reach goals. • Formulates higher-level thinking questions to foster and guide analytical thinking and independent learning. • Communicate and enforce high expectations and standards for behavior and academic performance in order to create a strong culture of achievement and respect. • Establish, model, practice, and reinforce age-appropriate rules and logical consequences; create and consistently use individual behavioral management plans, as needed. • Implement classroom procedures, systems, and routines that provide structure for students and maximize instructional time. V. FAMILY and COMMUNITY RELATIONS • Communicate respectfully and thoughtfully with parent/guardians remaining sensitive to different families’ cultures, values and needs. • Initiate and maintain timely communication with all parents/guardians concerning student progress and to provide a clear picture of the curriculum and high expectations. • Work collaboratively with parents/guardians, families, and other members of the community to involve them in activities and to support the success of the student. VI. PROFESSIONALISM • Collaborate with colleagues (school-wide meetings, professional development days, etc.) to continuously improve personal practice, instruction, assessment, and student achievement, as well as the overall goals and mission of the school and the network. • Access meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercises judgment in accepting findings as valid for application in classroom practice and teacher improvement. • Reflect critically upon teaching experience; identify areas for further professional development as part of a professional development plan that is linked to grade level, school, and network goals; access meaningful learning experiences; and listen thoughtfully to other viewpoints and respond constructively to suggestions and criticisms. • Fulfill all outlined and related functions professionally, timely and thoroughly. Salary: Determined by the Archdiocese of Los Angeles pay scale – Determined by degree level, credential and years of service. Medical, dental, disability, pharmacy, 403b, pension benefits all available
St. Paul High School (Santa Fe Springs)
9635 Greenleaf Ave.
Santa Fe Springs, California email@example.com