CLASSROOM STAFF POSITIONS
At this time, there are no teaching positions avaialable for the 2008-2009 school year. Postings for the 2009-2010 will be up in December. Please refer all inquiries to Ami Desai: ami.desai@denverventureschool.org
School Description
Learning Expeditions
In Expeditionary Learning schools learning expeditions are the primary way of organizing curriculum. Learning expeditions feature linked projects that require students to construct deep understandings and skills and to create products for real audiences.
Correlating Job Responsibilities:
- Design, implement, evaluate and document expeditions as the primary means of organizing curriculum, Expeditions must align with district and state standards, and the school curriculum map.
- Collaborate in the design, implementation, and evaluation of “intensives”(eight day courses offered between trimesters twice a year).
- Support students in the development of their portfolios and preparation for passage and graduation presentations, as well as public exhibitions of work.
Active Pedagogy
Teaching and learning are active and engaging in Expeditionary Learning classrooms. Effective instructional practices promote equity and high expectations: they ensure that all students think and participate and allow the teacher to know all students and their thinking well.
Correlating Job Responsibilities:
- Employ a range of effective instructional practices (active pedagogy) to give students the support they need to complete projects and meet standards.
- Work with students to create assessment criteria that are connected to standards, portfolio, passage and graduation requirements, and help students understand, reflect on and take responsibility for their learning.
- Design lesson plans that both teach writing and support understanding of content in all subject areas.
- Design lesson plans that both teach reading and support understanding of content in all subject areas.
Culture and Character
An Expeditionary Learning school culture is developed and sustained through practices that bring the community together. School leaders, teachers, and staff in Expeditionary Learning schools are members of a community of learners. Professionals work together to share expertise, improve the school’s program, build background knowledge in their disciplines, and model collaborative learning for students. Staff culture is characterized by a respectful collegiality where teachers resist judgment and blame, and support each other in improving practice.
Correlating Job Responsibilities:
- Develop and implement detailed plans for crew time in keeping with school priorities and structures.
- Develop classroom expectations that align with the Code of Character
- Prepare students for and participate fully in student led conferences
- Give students and families clear and instructive information about student progress
- Participate fully and positively in the staff culture of the school
- Be willing and able to collaborate with peers in the development of curriculum and school structures, and the improvement of teaching practices.
- Attend and take full advantage of professional development offered to the ELOB school
- Attend a series of summer institutes – Dates will be provided at the interview
Leadership and School Improvement
Leaders in Expeditionary Learning schools create a professional community that focuses on curriculum and instruction as the primary vehicles for improving student achievement and school culture. Teachers and school leaders in Expeditionary Learning schools collect data to understand student achievement, assess teaching practices, and make informed decisions about instruction.
Correlating Job Responsibilities:
- Make data driven decisions about what instruction will best support students.
- Use data to assess your own performance and set individual improvement goals
- Work with school leadership to evaluate school performance and set school improvement goals
Structures
In Expeditionary Learning schools the schedule serves instructional and curricular priorities. While each schedule is unique to a school and its constraints, there are key features that all Expeditionary Learning school schedules have in common: blocks of class time, opportunities for integration of the disciplines, and common planning time for teachers. The schedule accommodates project work, fieldwork, service learning, and flexible groupings of students.
Correlating Job Responsibilities:
- Work with school leadership to revise drafts of calendars and schedules based on ELOB Benchmarks.
- Establish effective structures for classroom management and progress reporting for your classroom, that align with the school’s Code of Character and reporting systems.
INSTRUCTIONAL POSITIONS
Requirements for ALL Instructional Positions
- Valid and current certification or degree
- Deep understanding of concepts and an interest in constructivist teaching
- Comfort with students and curriculum at the 9th and 10th grade levels, with a willingness to loop between 9th and 10th grade
- Interest in integrating literacy instruction to support subject area inquiry
Preferred Attributes for Math
- Experience with the IMP high school curriculum
- 3 years teaching experience at the high school level
- Experience integrating literacy instruction to support students’ writing about math understanding
- Experience pulling in outside experts in a particular field to support particular studies
- Certification in Linguistically Diverse and/or Special Education
- Experience using fieldwork to support the current area of study
Preferred Attributes for Science
- 3 years teaching experience at the high school level
- Experience with a range of science content
- Experience pulling in outside experts in a particular field to support particular studies
- Experience integrating literacy instruction to support scientific research and writing
- Certification in Linguistically Diverse and/or Special Education
- Experience using fieldwork to support the current area of study
Preferred Attributes for Art Teacher
- Valid and current certification in some form of visual art instruction
- Deep Interest in understanding how students think
- Interest in creating aesthetically interesting displays documenting students’ work and learning in all academic areas.
- Willingness to work with students 9-12
- Willingness to plan and teach “intensives”
Preferred Attributes for Technology Teacher
- Experience with teaching basic Microsoft Applications, including digital media and digital video
- Basic PC troubleshooting and technology management
- Willingness to assist in the integration of technology into instruction
- Willingness to offer teacher technology support with assessment programs
- Willingness to plan and teach “intensives”
How to Apply
Please send your resume and a letter of interest addressing the following questions in Word documents via email to ami.desai@denverventureschool.org by March 14, 2008.
- How does your personal educational practice resonate with our model of education at Denver Venture School? Give examples from your personal and professional life.
- Describe your vision of the ideal professional community at a school. What should interactions look like between teachers, the teachers and the director, the teachers and students, and teachers and parents?
- What will be the most challenging things about working in a new EL high school? Why? How will you help contribute to a solution?