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Upper School Christian Studies Teacher

Position Objective

The classroom teacher understands and promotes the school’s mission, vision, objectives, and policies within the immediate school community. The teacher is responsible for instructional planning, management of student behavior and classroom resources, delivery of instruction, and assessment of performance for all assigned students while creating a positive learning environment to facilitate spiritual, social, and intellectual development.

Qualifications

Educational & Professional

Possesses a Bachelor’s degree (or higher) in Education or an education-related field from an accredited university; previous experience as a classroom teacher and professional certification preferred.
Reports a minimum of 20 college hours in the content area; a degree in the content area preferred.
Possesses leadership, time-management, and organizational skills with the ability to manage and motivate others.
Maintains excellent written and oral communication skills, emphasizing presentation skills, interpersonal rapport, and confidence in communication.
Uses acceptable English and speaks articulately.
Demonstrates a reasonable level of computer literacy, having basic proficiency in Office 365 and other common internet-based applications.
Commits to personal and professional development, keeping current with accepted ideas, methods, and practices in education.

Personal/Spiritual/Physical

Professes faith in the gospel of Jesus Christ.
Affirms Trinity’s Foundational Statements of Faith, the Nicene Creed, and the Apostles’ Creed.
Articulates the Christian worldview clearly and applies it to the various disciplines within the school setting.
Follows a Christian philosophy of education consistent with scripture.
Attends weekly church services and actively engages with the local church.
Exemplifies Christ in attitude, speech, and actions toward others and adheres to high ethical standards.
Demonstrates sensitivity toward others and a willingness to admit mistakes/limitations; regularly asks for feedback.
Maintains a personal appearance that is a model of cleanliness, modesty, and good taste consistent with TCS’s policy.
Able to maintain mobility throughout the workday (Reasonable accommodation may be made to enable individuals with disabilities to perform the job’s essential responsibilities and functions).
Remains mindful that day-to-day words, actions, and appearances, whether on or off campus, are perceived as representative of or acceptable to TCS. As such, every contact with a current or prospective family or student involves a marketing component. Each person’s words, actions, and demeanor all contribute to the desirability of belonging to the TCS community.

Responsibilities / Duties

Essential Functions

Professional Knowledge

Demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.
Demonstrates mastery of content area and skills relevant to the subject area(s) taught.
Demonstrates an understanding of effective teaching strategies and best practices.
Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group.
Demonstrates the ability to link present content with past and future learning experiences, other subject areas, and real-world experiences.
Posts unit or lesson plans on the drive or designated location as determined by the division principal regularly.

Instructional Planning

Plans using scope and sequence documents, course curriculum, effective strategies, supplemental resources, and data to meet the needs of all students.
Ensures that instruction is in alignment with course scope and sequence documents.
Maintains an ongoing dialogue with specialty teachers and coordinates curriculum integration and implementation with these teachers, i.e., EF Coach, NILD Therapist, SSD Coordinator, etc.
Uses student learning data to guide planning.
Plans time realistically for pacing, content mastery, and transitions.
Plans for differentiated instruction, instructional variety, and student engagement

Instructional Delivery

Effectively engages students in learning by using various instructional strategies to meet individual learning needs.
Communicates clearly and consistently, checks for understanding (both formative and summative), and reinforces learning goals consistently throughout the lesson.
Uses a variety of effective instructional strategies and resources; engages students in active learning.
Uses instructional technology to enhance student learning.
Differentiates instruction to meet student's needs.
Facilitates students’ use of higher-level thinking skills in instruction.
Exhibits enthusiasm for the subject matter and utilizes dynamic presentation skills.
Works with students individually, as well as in small groups or whole groups

Assessment of Learning

Systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to students and parents throughout the school year.
Uses pre-assessment data to develop expectations for students, differentiate instruction, and document learning.
Uses a variety of assessment strategies and instruments; aligns student assessment with established curriculum standards.
Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning.
Gives constructive and frequent feedback to students on their learning.
Evaluates homework loading to ensure it supports the curriculum and contributes to a healthy learning environment.

Learning Environment

Uses resources, routines, and procedures to provide a respectful, positive, and safe student-centered environment that is conducive to learning.
Maximizes instructional time and minimizes disruptions.
Establishes clear expectations for classroom rules and procedures early in the school year and enforces them consistently and fairly; promptly reports discipline concerns beyond typical classroom strategies.
Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic.
Respects students’ diversity, including language, culture, race, gender, denominational affiliation, and special needs.
Actively listens and pays attention to student's needs and responses.
Models a loving, welcoming, and affirming Christ-like attitude and demeanor.
Maintains a clean, orderly, and attractive environment, including the care of classroom materials and equipment.
Ensures that the physical environment adheres to all health and safety regulations as required

Professionalism

Maintains a commitment to professional ethics, communicates effectively, takes responsibility, and participates in professional growth that results in enhanced student learning.
Assists the school in maintaining compliance with all laws, civil regulations, school policies, and ethical guidelines.
Establishes a positive relationship with parents and maintains regular communication regarding their child’s specific needs; prompt response to parent concerns.
Provides for parent conferences, meetings, and communication throughout the year under school policy.
Serves as a contributing member of the school’s professional learning community through collaboration with teaching colleagues, administrators, other school personnel, and the community.
Participates in a regular evaluation process, including classroom observations, feedback conferences, and an annual self-evaluation toward goals set by the teacher in conjunction with the division principal.
Participates in all scheduled in-service and professional development opportunities throughout the year.
Satisfies continuing education requirements (2 CEUs each year) as determined by the school.
Incorporates learning from professional growth opportunities into instructional practice.
Shares information from professional development activities with colleagues to benefit the learning community.
Attends and participates in grade-level meetings, department meetings, division meetings, curriculum discussion groups, working committees, mentoring, etc.
Seeks out memberships through professional organizations related to the field of education and appropriate content areas

Student Academic Progress

Works to produce acceptable, measurable, and appropriate student academic progress.
Works with students of various abilities assigned to the classroom, including those with learning differences as diagnosed; effectively implements accommodation plans.
Participates in meetings, training, and planning cooperatives to fully meet each child’s needs.
Sets acceptable, measurable, and appropriate achievement goals for student academic progress based on baseline data.
Documents the progress of each student.
Completes grading reports under school policy.
Provides evidence that achievement goals have been met; includes multiple measures of student growth.
Uses available performance outcome data to continually document and communicate student academic progress and develop interim learning targets.
Uses grading practices that report final mastery relating to content goals/objectives

Related Duties

Maintains an inventory of classroom and curriculum materials.
Communicates needs for the classroom under school policy.
Participates in faculty devotions each day.
Hosts prospective student applicants in the classroom as requested through Admission, providing a positive and welcoming experience.
Reads and adheres to the guidelines as established in the employee and division handbooks.
Participates in selected school functions, including, but not limited to, In-Services, Convocation, Open House, Parent Conferences, Homecoming, and Commencement.
May be asked to participate in the interview process and orientation of new staff members.
Voluntarily participates in the life of the school through attendance at extracurricular events, athletics, PTO activities, clubs, etc.; seeks out opportunities to build relationships with students, parents, and colleagues.

Supplemental Functions

Completes additional duties as assigned by the administration, including, but not limited to, carpool duty, seminar coverage, lunch duty, instructional support, athletic duty, special events support, etc. Division principals may assign additional function and responsibilities as a means of providing a full-time teaching load.

Evaluation

Upper School Classroom Teacher will be evaluated on an annual basis by the Upper School Principal and/or Upper School Assistant Principal.

Terms of Employment

Upper School Classroom Teacher is a full-time employee, working 40 hours per week; work hours may include some evenings and weekends.
Salary is commensurate with experience.