Junior High Exploratory Teacher

Junior High Exploratory Teacher

A Certified Teacher facilitates student learning aligned with the Illinois Learning Standards while creating an engaging and supportive classroom environment. The role involves designing and delivering rigorous, standards-based lessons incorporating Writing, Inquiry, Collaboration, Organization, and Reading (WICOR). Teachers establish clear learning goals, implement diverse instructional strategies, and adapt lessons to meet the needs of all students, including those with IEPs and diverse learning backgrounds.

They support students' social-emotional and behavioral needs through the MTSS framework, integrate technology and cultural diversity, and collaborate with colleagues, parents, and the community. Additionally, teachers participate in professional learning communities, school improvement initiatives, and ongoing professional development to enhance student outcomes.

Professional Educator License (PEL)

Required Endorsement

ESL endorsement preferred

This job's performance will be evaluated per provisions of the Board's policy on the Evaluation of Staff.

Building Principal

This is a 9-month position—salary and benefits established by the Board of Education. The position retains the Harvard Education Association membership and is part of the Collective Bargaining Unit.

The details of employee compensation and benefits are comprehensively outlined in the Collective Bargaining Agreement (CBA), a document accessible at the following link: (Use the "Apply for this Job" box below)..cusd
50.org/page/careers.

Exempt

Facilitates students' learning in correlation with the Illinois Learning Standards

Communicates the essential questions to clarify the learning goals for each lesson.

Configures lessons and selects instructional strategies to ensure that all students can answer the essential question by the lesson's conclusion.

Designs daily lessons incorporating Writing, Inquiry, Collaboration, Organization, and/or Reading (WICOR) to ensure authentically rigorous learning experiences for all students.

Design lessons to include three or more unique learning tasks for students, at least one of which includes whole-class verbal participation.

Creates and nurtures supportive, student-centered classroom communities that promote personal empowerment, academic growth, and the social-emotional well-being of all learners.

Manages student behavior to provide a safe and optimal learning environment.

Showcases his or her work and allows students to do the same.

Creates an effective environment for learning through functional and attractive displays, bulletin boards, and interest/subject centers.

Provides students with regular opportunities to collaborate with peers, move with purpose, and experience diverse instructional strategies so that they are physically and intellectually engaged as learners.

Provides students time to interact with instructional resources and materials thoughtfully and actively to support their comprehension and long-term retention of information.

Allows students to take an active role in their learning by setting and monitoring individualized goals and processing and reflecting deliberately within lessons

Cooperates with general education teachers, special education teachers, bilingual teachers, and related services personnel to accommodate and/or modify the curricula for special education students.

Implements each student's Individual Education Plan (IEP) as written and collaborates with colleagues to ensure appropriate modifications or accommodations.

Assists and supports students struggling with social-emotional and behavioral concerns through the MTSS framework.

Incorporates cultural diversity and appreciation within the curriculum.

Uses technologies appropriately in the teaching/learning process.

Participates in a professional learning community with various stakeholders, including but not limited to instructional staff, other school personnel, parents, and a variety of community resources to improve the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.

Participates in various meetings and professional development activities to convey…