Middle School Assistant Teacher

Middle School Assistant Teacher

ELIZABETH ACADEMY - 3.6

Salt Lake City, UT Job Details Full-time $16 - $22 an hour 21 hours ago

Qualifications Research Montessori Full Job Description Middle School Assistant Teacher Job Description Title:

Middle School Assistant Teacher Reports to: Principal This is a 10-month position following the school year staff calendar, inclusive of but not limited to preplanning and/or summer training, pre-planning week, staff meetings, teacher work days, workshops and other professional development, all school programs and activities, post-planning week, and other hours as required and deemed necessary by the Principal.

Summary of Position:

The Elizabeth Academy Teacher understands and promotes the school's mission, vision, core values and policies both within and outside the school community. The Teacher is responsible for providing an inclusive Montessori classroom and instructional program that supports the individual needs of all students in his/her classroom in accordance with the school's mission, vision and values. The Teacher is expected to spend the majority of working hours with the students in his/her class and in collaboration with his or her team. An Assistant Teacher supports the lead teacher in creating a positive learning environment, helping with classroom instruction, supervising students, preparing materials, and assisting with daily classroom activities. They help students stay engaged, provide individual support when needed, and maintain a safe and organized classroom.

Qualifications of Position:

The Teacher must have an understanding of and alignment with inclusive Montessori practice and philosophy. Experience working within educational or school-based environments preferred. This position will include, but is not limited to, standing, bending at the waist, kneeling, sitting on the floor and lifting at least 40 pounds.

Normal Hours and Expectations:

Every Monday through Friday that school is in session, from 8:00 am - 4:00 pm. Expected to arrive to work on time and stay until the scheduled departure, unless an alternate arrangement is made with the Head of School. Although we understand that emergencies can occur, if we observe a pattern of tardiness or early departures, you will receive a verbal warning. If late arrivals or early departures continue, this will be noted in your file and could impact your future employment. Staff meetings, workshops and other professional development, all school programs and activities, and other hours as required and deemed necessary by the Head of School.

Inclusion:

At Elizabeth Academy, it is normal to have a wide range of student needs in each classroom. The following guidelines will help you to be a successful Teacher within this inclusive setting. Responsible for having a positive, proactive attitude toward inclusion and being open to its constant evolution and development at our school. The teacher's growth mindset related to inclusion is vital. Responsible for staying up-to-date on inclusion research and best-practices, for utilizing and collaborating with specialists, implementing their recommendations and documenting this process. Must respect student confidentiality at ALL times. Supports the Lead Teacher in ensuring that vision statements and SSPs are developed as needed for students and in ensuring consistent implementation and progress toward developed SSP goals and data tracking and reporting that is effective and consistent. Supports Lead Teacher in maintaining up-to-date Carson Smith requirements.

Planning, Preparation and Instruction:

Supports the Lead Teacher in providing instruction that supports the development of the cognitive, emotional, social, physical and spiritual growth of the child. Supports the Lead Teacher in using the School Curriculum, Montessori Albums and current research-based best instructional practices approved by the Head of School to develop integrated units of instruction that meet both the group and individual needs of all students. Supports the Lead Teacher in maintaining an on-going dialogue with enrichment and resource teachers and coordinate with curriculum integration and implementation with those teachers. Work with ALL students assigned to the classroom, including those with special needs. Participate in staff and parent meetings, training, and planning initiatives to fully meet each child's needs.

Classroom Environment/Management:

Responsible for preparing an environment that meets the sensitive period/plane of development of the children with whom he/she works. Supports the Lead Teacher in preparing a peaceful and nurturing environment in which furnishings and materials are complete and correspond to needs of the group; for maintaining a clean, orderly and attractive Montessori environment, including care and maintenance of plants, animals, classroom materials and equipment; for communicating classroom needs in accordance with school policy (i.e. maintaining classroom materials inventory). Supports the Lead Teacher in creating an environment that demonstrates rapport with, respect and kindness for all students as well as between students. The teacher models and guides children in conflict resolution and problem-solving strategies. The teacher promotes an understanding of and an appreciation for all cultures. Demonstrate rapport with, respect and kindness for, and collaboration with all staff members and parents. Proactively use conflict resolution and problem-solving strategies in interactions with all adults to maintain a peaceful and respectful school environment. In accordance with Utah law, teachers are mandated reporters of suspected child abuse or neglect. Promptly reports to the Head of School and follow appropriate protocol if any concerns arise related to potential child abuse or neglect. Responsible for the safety of all children in his/her care, in the classroom and on the playground, until dismissed to a responsible adult. Responsible for appropriate treatment and well-being of all children, based on respect, positive discipline and consistent with the teachings of Montessori. No child should ever be left unsupervised inside or outside the classroom. Academics Has high academic expectations for ALL students. Supports the Lead Teacher in having measurements in place for the determination of concept/skill mastery and generalization and that daily skill building and practice is taking place. Supports the Lead Teacher in having systems in place for tracking progress, with progress reported to parents on a weekly basis via Transparent Classroom. Classroom-wide as well as individual student systems are in place to address areas of concern with progress measurements. Development of Student Support Plans (SSPs) Supports the Lead Teacher in generating SSPs (developed by entire classroom teaching team). SSPs include goals related to the Montessori curriculum as well as specific progress goals in the areas of reading, writing, and math. Supports the Lead Teacher in ensuring that data is tracked consistently, student files are organized and up-to-date, and progress is reported to parents three times per year (including Fall PT Conferences, Spring PT Conferences, Year-end Summary). Assessments and Observations Supports the Lead Teacher in completing student assessments and observations on a consistent schedule. Assessment information is shared among team members and in collaboration with therapists and service providers, reported to parents, and used to develop improvement plans and SSP progress. Must maintain confidentiality and ensure that the assessment/observation processes are objective and not subjective. Personal opinions are not included in documentation. Behavior Management Receives support and feedback under the supervision of behavior consultant and in collaboration with behavior support team, implementing practices with professionalism and positivity. Supports the Lead Teacher in establishing proactive behavior management plans (following school-wide determined systems). Has high expectations for ALL students in this area and is responsible for supporting consistent behavior management within the classroom, between students, and school-wide. Observations are completed to obtain insight from multiple sources and consistent communication takes place with parents, support providers, and administration. Documentation should include data and the communication that has taken place, with personal struggles and biases acknowledged. Responsible for ensuring that negativity and labeling behaviors are avoided. Communication and Collaboration Responsible for communication that supports an understanding of the school's mission, values and program, develops positive relationships with and protects the privacy and confidentiality of all students, staff members and parents within the school community. Supports the Lead Teacher in proactively establishing a positive relationship and maintaining regular communication with parents of all students in his/her classroom with regard to their child's specific needs. Participates in parent-teacher conferences (at least 2 annually), meetings and communication throughout the school year in accordance with school policy. Supports the Lead Teacher in responding to parent concerns in a professional and timely manner. Supports the Lead Teacher in completing progress reports for every child in his/her class and submit these reports to the Head of School for review no later than one week prior to the date of delivery to parents. Assist in the development of and plays an active role in school wide activities, including but not limited to parent orientation, open house, parent education events, Fall Festival, holiday programs, the Celebration of Spring, end of year programs, etc. Proactively and professionally communicate with administration when frustrated or encountering difficulties, notifying them of frustrated/concerned parents, and seeking admin support. Supports the Lead Teacher in communicating with all classroom parents on a weekly basis, with a summary of academic focus and providing weekly (EC, LE, UE, MS, HS) or daily (IN, TD) updates specific to each child. Daily updates are provided if a student has a communication support need. All team members share the responsibilities of the development of data tracking systems, collecting and tracking data, communication with parents and updating FACTS. Communicate with therapists and other support providers to establish an awareness of student goals, concerns, and progress and that communication is documented. Understand that crucial conversations include behavioral, social/emotional, academic progress, and resolution of parent concerns or frustrations. Supports the Lead Teacher in ensuring that the administration is aware of crucial conversations. Listen, validate, and maintain professionalism. Professional Responsibilities Involved in ongoing self-assessment and refinement of practice in the classroom as well as collaborative professional growth. Participate in an ongoing evaluation process, including classroom observations, feedback conferences, mid-year/end of year self-evaluations in conjunction with a professional development plan. Maintain teaching skills and actively seeks out and participates in professional development activities related to inclusion, Montessori education, and other relevant topics. Is a member of professional organizations including but not limited to Montessori organizations and is aware of major areas of research in teaching and resources for professional learning. Participate in collegial activities designed to make the entire school a productive learning environment, including but not limited to program level meetings, curriculum and special needs-related discussion groups, mentoring, etc. It is expected that teachers attend all scheduled meetings and teacher work days. The lead teacher participates and shares professional development activity information with colleagues to benefit the learning community. Work scheduled hours. Arrange for a substitute when needed and request approval in advance via FACTS form for any planned absences or vacations, avoiding black-out days. Wear professional attire and use professional communication at all times. Responsible for tracking and reporting professional development participation. Responsible for maintaining a balanced classroom budget for all classroom expenses and a balanced trip budget, if applicable. May be asked to participate in up to four required Saturday professional development days as deemed appropriate by administration. Conflict of Interest - Any commitments related to employment outside of Elizabeth Academy must not conflict with school responsibilities and must occur outside of regular work hours or during PTO time. Related Duties Supports the Lead Teacher in completing and maintaining all records, reports, evaluations and inventories of student records and tests in a timely manner as required by the Head of School. Actively participate in planning classroom activities, field trips and special events. Responsible for reading and adhering to the guidelines as established in the staff handbook and adhering to all school policies. Supports the Lead Teacher in following up on students absent for more than 2 days and reporting any health/family concerns to the Head of School. Responsible for complying with all state regulations/requirements of accrediting organizations.

Middle School Assistant Teacher Job Description Title:

Middle School Assistant Teacher Reports to: Principal This is a 10-month position following the school year staff calendar, inclusive of but not limited to preplanning and/or summer training, pre-planning week, staff meetings, teacher work days, workshops and other professional development, all school programs and activities, post-planning week, and other hours as required and deemed necessary by the Principal.

Summary of Position:

The Elizabeth Academy Teacher understands and promotes the school's mission, vision, core values and policies both within and outside the school community. The Teacher is responsible for providing an inclusive Montessori classroom and instructional program that supports the individual needs of all students in his/her classroom in accordance with the school's mission, vision and values. The Teacher is expected to spend the majority of working hours with the students in his/her class and in collaboration with his or her team. An Assistant Teacher supports the lead teacher in creating a positive learning environment, helping with classroom instruction, supervising students, preparing materials, and assisting with daily classroom activities. They help students stay engaged, provide individual support when needed, and maintain a safe and organized classroom.

Qualifications of Position:

The Teacher must have an understanding of and alignment with inclusive Montessori practice and philosophy. Experience working within educational or school-based environments preferred. This position will include, but is not limited to, standing, bending at the waist, kneeling, sitting on the floor and lifting at least 40 pounds.

Normal Hours and Expectations:

Every Monday through Friday that school is in session, from 8:00 am - 4:00 pm. Expected to arrive to work on time and stay until the scheduled departure, unless an alternate arrangement is made with the Head of School. Although we understand that emergencies can occur, if we observe a pattern of tardiness or early departures, you will receive a verbal warning. If late arrivals or early departures continue, this will be noted in your file and could impact your future employment. Staff meetings, workshops and other professional development, all school programs and activities, and other hours as required and deemed necessary by the Head of School.

Inclusion:

At Elizabeth Academy, it is normal to have a wide range of student needs in each classroom. The following guidelines will help you to be a successful Teacher within this inclusive setting. Responsible for having a positive, proactive attitude toward inclusion and being open to its constant evolution and development at our school. The teacher's growth mindset related to inclusion is vital. Responsible for staying up-to-date on inclusion research and best-practices, for utilizing and collaborating with specialists, implementing their recommendations and documenting this process. Must respect student confidentiality at ALL times. Supports the Lead Teacher in ensuring that vision statements and SSPs are developed as needed for students and in ensuring consistent implementation and progress toward developed SSP goals and data tracking and reporting that is effective and consistent. Supports Lead Teacher in maintaining up-to-date Carson Smith requirements.

Planning, Preparation and Instruction:

Supports the Lead Teacher in providing instruction that supports the development of the cognitive, emotional, social, physical and spiritual growth of the child. Supports the Lead Teacher in using the School Curriculum, Montessori Albums and current research-based best instructional practices approved by the Head of School to develop integrated units of instruction that meet both the group and individual needs of all students. Supports the Lead Teacher in maintaining an on-going dialogue with enrichment and resource teachers and coordinate with curriculum integration and implementation with those teachers. Work with ALL students assigned to the classroom, including those with special needs. Participate in staff and parent meetings, training, and planning initiatives to fully meet each child's needs.

Classroom Environment/Management:

Responsible for preparing an environment that meets the sensitive period/plane of development of the children with whom he/she works. Supports the Lead Teacher in preparing a peaceful and nurturing environment in which furnishings and materials are complete and correspond to needs of the group; for maintaining a clean, orderly and attractive Montessori environment, including care and maintenance of plants, animals, classroom materials and equipment; for communicating classroom needs in accordance with school policy (i.e. maintaining classroom materials inventory). Supports the Lead Teacher in creating an environment that demonstrates rapport with, respect and kindness for all students as well as between students. The teacher models and guides children in conflict resolution and problem-solving strategies. The teacher promotes an understanding of and an appreciation for all cultures. Demonstrate rapport with, respect and kindness for, and collaboration with all staff members and parents. Proactively use conflict resolution and problem-solving strategies in interactions with all adults to maintain a peaceful and respectful school environment. In accordance with Utah law, teachers are mandated reporters of suspected child abuse or neglect. Promptly reports to the Head of School and follow appropriate protocol if any concerns arise related to potential child abuse or neglect. Responsible for the safety of all children in his/her care, in the classroom and on the playground, until dismissed to a responsible adult. Responsible for appropriate treatment and well-being of all children, based on respect, positive discipline and consistent with the teachings of Montessori. No child should ever be left unsupervised inside or outside the classroom. Academics Has high academic expectations for ALL students. Supports the Lead Teacher in having measurements in place for the determination of concept/skill mastery and generalization and that daily skill building and practice is taking place. Supports the Lead Teacher in having systems in place for tracking progress, with progress reported to parents on a weekly basis via Transparent Classroom. Classroom-wide as well as individual student systems are in place to address areas of concern with progress measurements. Development of Student Support Plans (SSPs) Supports the Lead Teacher in generating SSPs (developed by entire classroom teaching team). SSPs include goals related to the Montessori curriculum as well as specific progress goals in the areas of reading, writing, and math. Supports the Lead Teacher in ensuring that data is tracked consistently, student files are organized and up-to-date, and progress is reported to parents three times per year (including Fall PT Conferences, Spring PT Conferences, Year-end Summary). Assessments and Observations Supports the Lead Teacher in completing student assessments and observations on a consistent schedule. Assessment information is shared among team members and in collaboration with therapists and service providers, reported to parents, and used to develop improvement plans and SSP progress. Must maintain confidentiality and ensure that the assessment/observation processes are objective and not subjective. Personal opinions are not included in documentation. Behavior Management Receives support and feedback under the supervision of behavior consultant and in collaboration with behavior support team, implementing practices with professionalism and positivity. Supports the Lead Teacher in establishing proactive behavior management plans (following school-wide determined systems). Has high expectations for ALL students in this area and is responsible for supporting consistent behavior management within the classroom, between students, and school-wide. Observations are completed to obtain insight from multiple sources and consistent communication takes place with parents, support providers, and administration. Documentation should include data and the communication that has taken place, with personal struggles and biases acknowledged. Responsible for ensuring that negativity and labeling behaviors are avoided. Communication and Collaboration Responsible for communication that supports an understanding of the school's mission, values and program, develops positive relationships with and protects the privacy and confidentiality of all students, staff members and parents within the school community. Supports the Lead Teacher in proactively establishing a positive relationship and maintaining regular communication with parents of all students in his/her classroom with regard to their child's specific needs. Participates in parent-teacher conferences (at least 2 annually), meetings and communication throughout the school year in accordance with school policy. Supports the Lead Teacher in responding to parent concerns in a professional and timely manner. Supports the Lead Teacher in completing progress reports for every child in his/her class and submit these reports to the Head of School for review no later than one week prior to the date of delivery to parents. Assist in the development of and plays an active role in school wide activities, including but not limited to parent orientation, open house, parent education events, Fall Festival, holiday programs, the Celebration of Spring, end of year programs, etc. Proactively and professionally communicate with administration when frustrated or encountering difficulties, notifying them of frustrated/concerned parents, and seeking admin support. Supports the Lead Teacher in communicating with all classroom parents on a weekly basis, with a summary of academic focus and providing weekly (EC, LE, UE, MS, HS) or daily (IN, TD) updates specific to each child. Daily updates are provided if a student has a communication support need. All team members share the responsibilities of the development of data tracking systems, collecting and tracking data, communication with parents and updating FACTS. Communicate with therapists and other support providers to establish an awareness of student goals, concerns, and progress and that communication is documented. Understand that crucial conversations include behavioral, social/emotional, academic progress, and resolution of parent concerns or frustrations. Supports the Lead Teacher in ensuring that the administration is aware of crucial conversations. Listen, validate, and maintain professionalism. Professional Responsibilities Involved in ongoing self-assessment and refinement of practice in the classroom as well as collaborative professional growth. Participate in an ongoing evaluation process, including classroom observations, feedback conferences, mid-year/end of year self-evaluations in conjunction with a professional development plan. Maintain teaching skills and actively seeks out and participates in professional development activities related to inclusion, Montessori education, and other relevant topics. Is a member of professional organizations including but not limited to Montessori organizations and is aware of major areas of research in teaching and resources for professional learning. Participate in collegial activities designed to make the entire school a productive learning environment, including but not limited to program level meetings, curriculum and special needs-related discussion groups, mentoring, etc. It is expected that teachers attend all scheduled meetings and teacher work days. The lead teacher participates and shares professional development activity information with colleagues to benefit the learning community. Work scheduled hours. Arrange for a substitute when needed and request approval in advance via FACTS form for any planned absences or vacations, avoiding black-out days. Wear professional attire and use professional communication at all times. Responsible for tracking and reporting professional development participation. Responsible for maintaining a balanced classroom budget for all classroom expenses and a balanced trip budget, if applicable. May be asked to participate in up to four required Saturday professional development days as deemed appropriate by administration. Conflict of Interest - Any commitments related to employment outside of Elizabeth Academy must not conflict with school responsibilities and must occur outside of regular work hours or during PTO time. Related Duties Supports the Lead Teacher in completing and maintaining all records, reports, evaluations and inventories of student records and tests in a timely manner as required by the Head of School. Actively participate in planning classroom activities, field trips and special events. Responsible for reading and adhering to the guidelines as established in the staff handbook and adhering to all school policies. Supports the Lead Teacher in following up on students absent for more than 2 days and reporting any health/family concerns to the Head of School. Responsible for complying with all state regulations/requirements of accrediting organizations.