Southeast

Chatfield High School has an opening for a High School Social Studies Teacher. A bachelor’s degree from an accredited college/university in Education required.  Working under the general supervision of the School Principal to develop students’ knowledge and understanding of world cultures and cultural evolution; to develop skills in research of social orders; and develop an understanding of the existence and importance of geographical, historical, cultural, and political factors that influence the development of world societies, socio-economic systems, and political systems, as well as their inter-relationship and interdependence.

Essential Functions:   A full-time (1.0 FTE) EL Teacher/Co-Teacher at Faribault Area Learning Center. This position will teach a few self-contained EL language development classes as well as some co-teaching in core classes.  The position will focus on advanced level students helping them access English content at a high school level. This position commences with the 2024-2025 school year on August 19, 2024.

Job Description: 1.0 FTE EL Teacher at Faribault High School.  This position will teach a few self-contained EL language development classes in reading, writing and grammar. The will also be expected to assist upper level EL students with vocabulary development in content areas such as social studies and science.  This position commences with the 2024-2025 School Year on August 19, 2024.

Job Description:
An instructional coach builds the capacity of Tier 1 (core) classroom teachers by supporting teachers’ capacity to implement evidence-based practices, increasing student engagement, and improving student academic achievement.
This support will take place in a variety of ways:

1. Job Embedded Coaching and Professional Development:  Effective literacy coaches spend 80% of their time working directly with teachers to enhance evidence-based practices. They apply a variety of coaching techniques, choosing the most appropriate approach for a given situation. They support teachers in making instructional decisions based on data gathered as evidence of student learning.
2. Instructional Leadership: Instructional coaches are integral members of leadership teams at the school and district level. They are teacher leaders who push forward site and district goals, build alignment and coherence in our EC-12 district, analyze data to prioritize support, and support teachers in using data to make instructional decisions. Coaches are routinely expected to develop and lead large group and small group professional learning.
3. Collaboration: The instructional coach teams with administrators, other coaches,  and classroom teachers in a collaborative, reflective relationship to enhance instructional capacity and maximize student learning. Coaching provides non-evaluative teacher support through action planning, co-planning, observing, modeling, conferencing, and co-teaching that is differentiated to meet teachers’ professional learning needs.

Essential Duties and Responsibilities:

-Use a variety of strategies to establish rapport and trust with teachers and leaders
-Work collaboratively with teachers to set professional growth goals and monitor progress
-Analyze student data and assessment results to identify strengths, weaknesses, and gaps in student learning and co-create responsive instructional plans
-Model effective instructional strategies for teachers as needed
-Provide constructive feedback to teachers on observed instructional techniques. Coaching observations are completely non-evaluative.
-Facilitate team meetings that focus on data analysis, problem-solving, coordinating services, and improving instructional practices
-Serve as a teacher leader on assigned committees that focus on student achievement
-Serve as a liaison between the district and school by attending district-level meetings/workshops and sharing the information with the appropriate stakeholders
-Apply principles of adult learning when providing building-level and district-level professional development
-Reflect on coaching practices and engage in continuous improvement to meet the diverse needs of teachers
-Advocate for equity to identify the instructional practices that will help teachers meet the needs of all learners, especially underserved students
-Maintain essential coaching records including coaching logs, data meeting minutes, calendars, etc.