Lead Math/Science Teacher and Mathematics Common Core Coach

Objective and Job Summary:

The Lead Teacher and Mathematics Common Core Coach will be responsible, in conjunction with the principal, for transitioning instruction from the California framework to Common Core State Standards framework in the 2013-2014 school year. In this role, the Lead Teacher and Mathematics Common Core Coach will collaborate with the school leadership team on designing and delivering professional development in the area of Common Core instruction in the Humanities. In addition, the Lead Teacher and Mathematics Common Core Coach will provide teacher coaching and support in the third through eighth grade in school-wide Common Core strategies and practices. The Lead Teacher and Mathematics Common Core Coach will function in the following capacities:

Lead Teacher Responsibilities

Whole School Responsibilities

• Work with instructional leaders to develop curriculum.
• Support and reinforce with school duties such as monitoring student transitions and dismissal.
• Participate actively in at least one school committee (e.g. professional development, school culture, curriculum and instruction) or lead one school-wide project (e.g. Read Across America Day, Book Fair, Field Day, ABC Coordinator, etc.).
• Enforce and model school-wide behavioral expectations.
• Collaborate with the dance teachers to integrate movement into the classroom.

Instructional Responsibilities

• Ensures that the school's academic standards are rigorous, clear, measurable and aligned with the California State Standards and Common Core State Standards.
• Organizes classroom systems and procedures and manages student behavior to ensure all students are fully engaged.
• Uses a backwards-planning model to develop unit plans and daily lesson plans.
• Submits lesson plans to the principal every week and collaborates with colleagues to revise, edit and improve daily lesson-plans.
• Accommodates, differentiates, or modifies curriculum to meet student needs.
• Researches and uses a variety of methods to engage students in the classroom.
• Develops assessments that measure student progress.
• Continuously uses assessment data to refine curriculum and instructional practices.
• Assumes responsibility for the progress of all students, including developing intervention plans for students who do not meet instructional goals.
• Develops daily plans for instructional aides and/or volunteers providing intervention or enrichment to small groups.
• Is resourceful; anticipates and orders equipment, schedules guest speakers, designs field trips, develops partnerships in the community, researches and writes grants, and attends conferences to improve instruction.
• Provides students and their families with regular and timely information on classroom activities and student progress; finds ways to involve parents/guardians in their students' education.
• Collaborates with principal, assistant principals, grade-level and department-level teams to develop curriculum and create strategic plans.
• Tracks critical student information and maintains accurate student records, including attendance, in accordance with GCS procedures.
• Demonstrates knowledge of, and support for, the Gabriella Charter School mission, vision, standards, policies and procedures, operating instructions, confidentiality standards, and the code of ethical behavior.

Peer Coaching Responsibilities

• Provide peer coaching around Common Core school-wide initiatives (e.g., instructional strategies, backwards planning, assessment) for third through eighth grade teachers.
• Engage in a minimum of five hours per month of observation and debriefing for third through eighth grade literacy teachers (average of approximately one hour per teacher, per month).
• Provide a "demonstration" classroom, whereby all teachers are welcomed to observe Common Core and best practices in action.

Professional Development Responsibilities

• Attend bi-monthly Instructional Leadership Team meetings to co-develop scope and sequence of teacher professional development.
• Evaluate the professional development structure to revise scope and sequence of teacher learning, as necessary.
• Log coaching and professional development activities, as well as meet regularly with the principal to discuss school-wide data.

Release Time Provided for Common Core Coaching Responsibilities

• Three full release days per month, with instruction delivered by Lead Instructional Assistant or guest teacher.
• Six to ten hours of flex time provided per month with instruction delivered by a Lead Instructional Assistant or Administrator.

Qualifications and Requirements:

• Minimum 4 years teaching experience, preferably with English Language Learners in an urban public setting.
• Bachelor's Degree required, with Master's Degree and Administrative Credential preferred.
• Expertise in classroom instructional strategies and the ability to articulate these effective strategies to teachers, instructional aides, and direct reports.
• Prior experience using data and systems to gather, assess, and analyze information.
• Strong written and verbal communication skills, as well as the ability to interact and forge relationships with students, parents, staff, and community members.
• Possess a work ethic and personal belief system that aligns with the mission and vision of Gabriella Charter School.
• Dedication to Gabriella Charter School's mission and a steadfast belief that all students deserve preparation for the college of their choice.
• Unwavering belief that all students can achieve at the highest academic levels.

• Possess a high level of professionalism.
• Willingness to engage in frequent dialogue and to be relentlessly self-reflective with regards to personal teaching practices.

How to Apply: Outstanding candidates should send a letter of interest and resume to Rhonda at rsivaraman@gabri.org.

Commitment to Diversity: Gabriella Charter School is actively looking to build an experienced and diverse team of educators. Gabriella Charter School does not discriminate on the basis of race, color, gender, religion, disability and national and ethnic origin in administration of its policies and programs.