Maker Space Teacher

TEACHING @ SOLAR PREP

At Solar Preparatory School for Boys, teachers will work collaboratively with scholars, parents, and staff to provide engaging, performance-based learning experiences designed to meet the needs of each boy, with a strong focus on STEAM and character development.

Teaching in a Solar Prep classroom requires not only foundational teaching skills, but also supplemental competencies to ensure that educators are ready, willing, and able to co-create cross-curricular, performance-based learning experiences. Teachers must also have competencies necessary to build a strong classroom and campus culture of social emotional support for boys from a variety of socioeconomic backgrounds. As a Responsive Classroom school we are also committed to a student-centered, social and emotional learning approach to teaching and discipline.

As a Maker Space Teacher, you’ll serve as the facilitator of hands-on learning experiences in a space where children and families create, make, discover, investigate and invent. The space gives our scholars a chance to apply problem-solving skills, test and revise their ideas, experiment, collaborate, and just have fun. The Maker Space allows children and families to use real tools and different materials to design, make, tinker and create projects on their own while concentrating on the process not the product.

This lab is where we encourage learning, prototyping, sharing of ideas, productive failure, thinking and collaboration.

WHO WE ARE LOOKING FOR

We are looking for talented, innovative, motivated educators who:

• Value intentional social and emotional learning and strategically implement best practices to inspire our boys to build self-awareness about their emotions and actions.
• Believe that building capacity and understanding about race and equity is necessary to provide a culturally responsive environment for all of our scholars and staff.
• Prioritize our scholars’ growth and learning through our blended learning model and strategic, targeted instruction.
• Challenge our boys to build leadership skills to fight for a better world for all.
• Believe that incorporating project-based STEAM instruction makes learning relevant and prepares our boys for the 21st century.
• Demonstrate a growth mindset, with a willingness to continually improve their competency by participating in professional growth and learning opportunities.
• Work autonomously and who are self-starters, able to take risks in a progressive school environment.
• Can work effectively with a diverse group of students and families.

Teachers at Solar Prep are required to be able to demonstrate skill in the following, while be willing to work toward mastery:

• Developing and implementing cross-curricular unit plans to reflect knowledge of individual student’s skills, language proficiency, backgrounds, cultures, interests, learning styles, and special needs, including needs of boys.
• Maintaining commitment to student-led exploration of content, selection of resources, and development of collaborative solutions and outcomes.
• Demonstrating extensive content expertise, prerequisite knowledge, and interdisciplinary content and deliver content with appropriate tools, language, and best practices for teaching boys.
• Measuring student mastery through checks for understanding and interim assessments and use data to adjust future instruction and/or reteach objectives based on data.
• Establishing relationships with families and community and use language that is respectful and non-judgmental when speaking about students, their families, and the community.
• Maximizing instructional time through efficient routines, seamless transitions, and positive behavior narration.
• Embracing the active nature of boys by incorporating movement and hands-on learning tools into the lessons.
• Maintaining high student motivation through a use of a variety of engagement strategies and goal setting with students.
• Maintaining a nurturing and safe classroom environment targeted to the needs of boys from different cultures and socioeconomic backgrounds.
• Proactively seeking and engaging in professional development and implementing new learning in the classroom.
• Collaborati…