High School Humanities Teacher

Instruction and Planning:

• Curriculum Plan:
  Devise a routine for planning that tailors the curriculum to meet the needs of the students with timely lesson plans that meet school expectations and support leadership development.
• Lesson Planning/Structure:
  The lessons contain a "Do Now," guided practice, and exit ticket that is at an application level of rigor. Teacher adjusts instruction to ensure student engagement, learning, and work completion.
• Academic Rigor:
  Provide opportunities for engagement with higher‑order thinking skills at least at the application/analysis level as defined by Bloom’s taxonomy.
• Student Engagement:
  Use of developmentally appropriate instructional strategies, resources, and technology to support access to the curriculum.
• Assessment and Response to Assessment Results:
  Check for understanding formally and informally to evaluate and respond to student learning. Demonstrate an ability to respond effectively to assessment results by developing appropriate accommodations and remediation, scaffolds, and support for students with various learning needs (i.e., IEP, ELL, etc.) based on the data.

Classroom Management:

• Classroom Procedures:
  Establish clear classroom routines, procedures, and norms, including a clear "What To Do," daily learning objectives, agenda, and exit ticket.
• Classroom Expectations:
  Establish and maintain clear and explicit directions for learning and behavior.
• Active Monitoring:
  Survey the academic engagement of the classroom.
• Least Invasive:
  Ability to perceive when a student, class, or group is unfocused or unruly; refocus them using least invasive procedures first and then do it again effectively.
• On‑Task Behavior:
  Extend to which students are engaged in content and completing tasks. Teacher holds out for 100% response participation.

Professionalism/Core Values:

• Community:
  Develop and maintain supportive, inclusive, and appropriate relationships with students and families built on trust and respect that adheres to school wide procedures for communicating grades and student progress.
• Ownership:
  Participate in professional development training, collaborate effectively and amicably with colleagues, and establish professional learning goals while making progress to improve your practice.
• Resilience:
  Navigate challenges with an orientation of problem solving, empathy, and an asset‑based mindset. Maintain professional and timely correspondence with leadership, staff, peers, students, families, and community members despite difficulties.
• Excellence:
  Meet and exceed expectations for your role. Show up on time to morning huddle, classes, cafeteria and lunch duty, meetings, and closeout.