ROSA Teacher

Position Summary

ROSA Teachers will be responsible for creating course material aligned to Newcomer Program goals and teaching students in a manner that honors the academic, language, social-emotional needs specific to the adolescent immigrant experience. The ideal candidate will possess deep expertise in their academic content area, pedagogical practices of high yield for English Learners, and a deep commitment to supporting immigrant students in their academic endeavors, language acquisition, high school graduation, and post-secondary pursuits.

We are currently seeking teachers to fill the following vacancies:

• Math
• English
• Elective
• Career Readiness

This position may be eligible for an additional stipend for curriculum development.

Essential Duties and Responsibilities

Course Development

• Design assigned courses to align with and achieve the Program's High School goals: 80% of students returning to their home high schools meeting two LEAP test pairs for graduation requirements, English Proficiency growth to a P1 with at least a 2 in Reading/Writing domains, and earning the National Career Readiness Certificate (NCRC).
• Develop and implement syllabi, unit plans, lesson plans, and assessments aligned with course standards, with assessment-type tasks (LEAP, ELPT, and ACT WorkKeys), and with career readiness and language competencies
• Create course collateral (teacher presentation and student-facing material) using provided curriculum, supplemental resources, and self-developed content that meets students’ present level of academic performance and language proficiency while accelerating them to achieve Program goals
• Integrate classroom experiences that reflect students’ funds of knowledge, cultural perspectives, and personal stories to cultivate students’ identities as active participants in their learning
• Collect and analyze data on student performance through assessment to continually inform, adjust, and evaluate classroom and instructional practices
•  Ensure that courses are appropriately scaffolded with English acquisition development for a clear transition strategy from the self-contained Program setting to mainstream high school environments.

 

Instructional Components

• Plans and develops an engaging, age-appropriate course of study in the classroom, adhering to educational best practices and state and school district curriculum guidelines;
• Develops individual lesson plans in one or more academic subjects using a variety of teaching techniques that appeal to various learning styles and methods; Adjust lesson plans to meet the needs of students in the classroom;
•  Prepares materials for lessons, assignments, and tests; evaluates, corrects, and grades student performance; Enter student grades in PowerSchool;
• Creates an environment that is conducive to learning and enhances students’ educational experience;
• Analyzes data from assessments and benchmark testing to drive instruction;
• Communicates timely feedback on students’ progress and concerns with tact and professionalism to parents and, as appropriate, other faculty, staff, and/or principal;
• Effectively manage student behavior and address disciplinary issues when necessary;
•  Builds and maintains positive relationships with parents;
•  Work collaboratively with other teachers, support staff, and administrators;
• ·Participates in team meetings and professional development such as cluster meetings, instructional leadership team meetings, professional learning communities, learning walks and activities to stay updated on best practices and educational trends;
• Maintains required paperwork for individual student files, attendance and incident reports, and other necessary records;
•  Incorporates educational technology into lessons to enhance learning experiences;
• Monitors students’ progress throughout the year and evaluates next grade level preparedness;
•  Uses differentiate instruction to address the diverse learning needs of students;
• ·Provides additional support or challenges for students as needed;
• ·Guides the learning process of students in the classroom toward the achievement of curriculum goals set by the district and/or appropriate federal guidelines;
• Achieves those objectives/activities included in the Professional Growth Plan developed jointly with the principal or school administration as part of the accountability process mandated by the State Legislature;
• Actively engages in school committees and tasks forces, playing a key role in advancing school improvement initiatives ad fostering a collaborative environment; and
• Performs such other duties as may be required.

Supervision of Students

•  Supervises students in various settings including on-campus and off-campus activities, before and after school during drop-off and pick-up, within the classroom, during class transitions, recess/intermission, lunch periods, assemblies, and any other assigned times or locations to ensure their safety and well-being.
Non-Instructional Components
•  Attends non-instructional activities such as faculty and staff meetings, professional training sessions, IEP meetings, parent-teacher conferences, back-to-school and open house events, graduation ceremonies, PGP and PIP evaluations, observations, IAP and student discipline meetings/hearings, as well as school board and committee meetings and other meetings as needed/requested.

Extracurricular Activities

• Attends meetings and functions of employee sponsored activities, groups, or clubs.
•  Attends work concessions/gates as requested by Principal or designee if applicable.

Educational Background

 
• At least an associate’s degree in education, Teaching English as a Second Language, or a field related to subject area
• Valid Louisiana teaching certification
• Teaching experience strongly preferred.
•  Experience working with adolescent immigrant students, particularly those with interrupted education or who are over-age and under-credited.

Other Knowledge, Skills or Abilities Required

Thorough understanding of pedagogy and the best practices of education.

Excellent communication and interpersonal skills.

Strong classroom management skills.

Detail-oriented with strong organizational skills.

Excellent written and verbal communication skills.

Must possess the ability to establish and maintain effective working relationships with students, parents, staff, and outside agencies.

Strong problem-solving skills and the ability to develop creative solutions to address barriers to student success.

Cultural competency in the diverse backgrounds and perspectives of immigrant students and their families.

Urgency for and commitment to affirmative practices that transform educational and post-secondary outcomes for immigrant and English Learner students.

Oral and written Spanish proficiency preferred (required for Math subject area candidates)