Classroom Teacher - Health - Middle School of the Kennebunks

Classroom Teacher - Health-Middle School of the KennebunksMiddle School Classroom Teacher - HealthRSU 21 serves 600 employees, 2300 students across three communities and has an annual budget of $65 million. As a ClassroomTeacher, you will have an opportunity to serve as a dynamic leader, effective educator, and inspirational and impactful influencewithin your classroom. You will be expected to deliver measurable results through high-quality and intentional instructionalplanning, curriculum design, and curriculum delivery to improve student outcomes and transform students lives.

As aClassroom Teacher you will:

Plan instruction using approved curriculum, high-impact instructional strategies, subject matter expertise, and up-to-date data to meet the needs of all students Establish expectations, routines, and procedures to provide a respectful, safe, positive, student-centeredenvironment that maximizes opportunities for student learning Engage students in learning by using a variety of instructional strategies to meet individual learning goals andneeds Set ambitious goals; gather, analyze, and use relevant data to measure student progress, guide instructionalplanning and delivery, and provide timely feedback to students, parents, and stakeholders Collaborate with colleagues to contribute to overall district effectiveness; and engage in professional reflection andgrowth that results in improved instructional practice and student learning Serve as a leader in our commitment to Diversity, Equity, and Inclusion (DEI) at the district, school, classroom andcurriculum levels View leadership, professionalism, and effective communication as vital components of classroom teachingReports to:

School PrincipalSchool Location:

Middle School of the

KennebunksQualifications:

Love what you do, and the opportunity this position presents especially your ability to shape and drive a high-performing instructional climate and culture dedicated to improving student outcomes. We seek proven and high potentialeducators with passion, high expectations for students, and a demonstrated track record of intentional, standards-basedplanning; rigorous, differentiated and high-impact lesson delivery; and the creation and maintenance of inclusive and high-performing instructional environments. Requirements include, above all, a belief that all students can and deserve to learn.

Additional requirements include: Bachelors degree or higher; valid Maine teaching certificate in appropriate area; subjectmatter expertise; knowledge of effective teaching practices; comfort with standards-based curriculum; ability to designdifferentiated lessons that meet the educational needs of all students; and ability to work collaboratively with colleagues. Priorevidence of strong results on measures of student learning outcomes in relevant subjects strongly preferred. Experience withprofessional learning communities is a plus. Our ideal candidate will be a strong instructional leader with both pedagogicalknowledge and classroom experience, but we welcome candidates with a wide variety of backgrounds and years of experience.

National Board Certification, a plus.

Responsibilities:

Curriculum and Planning Ground planning in in-depth knowledge of subject matter, standards-based content and curriculum, pedagogy, anddiverse needs of students to provide meaningful learning experiences Identify and align lesson objectives to approved standards-based curriculum using student learning data and in-depth, individualized student knowledge to guide planning and differentiated instruction Plan accordingly for pacing, sequencing content coverage, transitions, and guided practice and application ofknowledge Develop appropriate long- and short-range plans; adapt plans when needed based on real-time studentperformance and ongoing formative assessment results Incorporate educational technology into plans strategically and selectively to enhance student learning andinstructional effectivenessClassroom Culture and Environment Establish and maintain effective behavioral and instructional routines and procedures that maximize studentlearning time while creating and maintaining a safe physical setting Establish a climate of trust, collaboration, and teamwork by being fair, caring, respectful, inclusive, andenthusiastic Promote respectful interactions that challenge and engage all students within the learning environment Create an environment that is academically appropriate, stimulating, and challenging; encourages studentparticipation, inquiry, and intellectual risk-taking; and treats learning time as a precious commodity Employ a balance of effective verbal, nonverbal, written, and digital communication tools to foster a positive,culturally inclusive learning environment that features and celebrates diverse voices and perspectivesInstructional Delivery Engage and maintain students in active, scaffolded, and rigorous learning that meets students where they arewhile building upon their existing knowledge and skills; differentiate and pace instruction to meet current andevolving students needs; address multiple intelligences and multiple learning styles Employ a variety of effective high-impact instructional strategies that develop students higher-level and criticalthinking skills Use real-world content and application, varied methods and materials, primary sources, experiential andproficiency-based learning, strategically selected technology, and thoughtfully sourced supplemental resources toenhance instruction, provide compelling experiences, and deepen student learning Maintain and communicate clear learning objectives, reinforce learning goals consistently throughout the lesson,communicate content clearly, and check for understanding ongoing through informal checks, and regular use ofdiagnostic, formative, and summative assessments Activate prior learning experiences; link present content with past and future learning, other subject areas, andreal-world experiences and applications to deepen learning with interdisciplinary connections and perspectivesData-driven and Goal-Based Academics Strategy Ensure that instructional decision-making is driven by the analysis of comprehensive, relevant, accurate, and up-to-date student data Set, communicate, track, and invest students in both short- and long-term goals that will result in meaningfulstudent growth Involve students in setting learning goals and monitoring their own data-based academic progress Manage with a goals-based approach; create and maintain a classroom culture of ongoing accountability checks togauge progress towards ambitious data-driven academic goals Track academic outcomes by student sub-groups, with a particular focus on minimizing achievement gaps byvarious identitiesCollaboration and Continuous Learning Commit to and develop a deep, functional, and genuine collaborative relationship with colleagues to deepencollective instructional impact Seek and share feedback and input to ensure collaboration between shared grade teams and across grades,departments, disciplines and schools Commit to continuous learning and improvement for self, students, school, and district by identifying and scalingsuccessful approaches, and by altering and discontinuing ineffective approaches Incorporate learning from formal and informal professional growth opportunities into instructional practice;experiment and reflect upon the effectiveness of implemented strategies to continuously refine effectiveness Identify and evaluate personal strengths and weaknesses; set goals for improvement of skills and professionalperformance based on self-assessments and in collaboration with principals, coaches, instructional strategists, andevaluatorsDiversity, Equity, and Inclusion (DEI) Lens Apply a strong DEI lens to ensure prioritization of cultural competence and responsiveness, multiculturalperspectives, and intentional efforts to enhance classroom-based experiences of inclusion Ensure students see you as their advocate, feel comfortable sharing examples of discrimination and harassmentthey witness or experience, and trust that discrimination and harassment will be addressed if shared Develop, recommend and implement improvements to curriculum and instruction with awareness andunderstanding of their impact on a community of diverse needs and backgrounds; address negative instructionalexperiences by students that conflict with our stated DEI priorities, values, and beliefs Demonstrate a commitment to the RSU 21 Equity Initiative by internalizing the districts DEI priorities and policies;model behaviors to reinforce the equity-based, diverse, and inclusive culture we seek Reflect on personal biases that may impact your work, decision-making, and/or the culture of the classroom youlead through a commitment to personal DEI growthLeadership, Professionalism, and Communication Serve as an instructional leader by seeking and applying new and innovative methods when needed to produce thebest student outcomes rather than relying on familiar and comfortable approaches; balance classroom autonomywith respect for institutional process to do right by your students Serve as role model for students in how to conduct themselves as informed, engaged citizens and as confident,intelligent, considerate, and tolerant human beings Demonstrate behavior consistent with district, legal, ethical, procedural and professional standards andrequirements Collaborate and communicate proactively with students families to promote students well-being and success;build positive and professional relationships with parents/guardians through frequent communication concerningstudents progress through varied formal and informal communication channels Communicate in partnership with all family and guardian stakeholders, while engaging stakeholders in ways thatconvey mutual respect and effective conflict management, when needed

Competencies:

Change agent mindset: you see education as a relentless effort towards improving students lives; you believe inyour ability to make a difference, and inspire others to believe the same; you are not satisfied with the status quoor the way things have always been done; you see education as a pivotal driver of opportunity

Student-centered:

you keep students needs central to every action you take and decision you make; you neverlose sight of students needs as the districts focal point and North Star Collaborative nature: you comfortably give, receive and incorporate feedback; you dont take criticism personallyand you absorb feedback effectively; you enjoy contributing to a shared vision; you pride yourself on personalgrowth and on helping others grow; youre comfortable with and adept at navigating a diversity of personalitiesand work styles

Flexibility:

you are open-minded and open to change; you embrace new initiatives and adjust team approaches inthe face of new evidence, new mandates, or new goals; new directions and new solutions excite you Strong communicator: you teach compellingly and commandingly; you listen actively and question liberally; inwritten and verbal communications and instructional presentations you articulate clearly, powerfully and with self-assurance; you exude leadership, control and focus; you hold an audiences attention with your presence Highly responsive: you are flexible and able to adjust when faced with unexpected, real-timeproblems/distractions that demand attention; you seize teachable moments to maximize student attention andlearning; you can deal with the unexpected, without derailing well-thought out plans, by thinking quickly on yourfeet and staying focused on big picture goals

Relationship-oriented:

you recognize the deep importance that relationships with colleagues and stakeholdersplay in our work; you build rapport and trust with others; youre comfortable with and adept at navigating adiversity of personalities and work styles Lifelong learner: you are committed to continuous self-improvement; you self-reflect on your personaleffectiveness routinely; you value continuous improvement to drive consistent high-quality output and growth

Reasonable Accommodations:

RSU 21 will provide accommodations to an individual with a disability, as defined by theAmericans with Disabilities Act (ADA) or applicable law, who has made the district aware of their disability, unless doing sowould cause an undue hardship to the district.

Terms of Employment:

Salary and work year to be established by the Board and reflected in the contract.

Evaluation:

Performance of this job will be evaluated in accordance with provisions of the Board of School Directors policy onEvaluation of Certified Staff Members (GCOA).

Application Deadline:

The position will remain open until a suitable candidate is found.