FTE Middle School Spanish and French-Long Term Guest Teacher

Position: (1.0 FTE) Middle School Spanish and French-Long Term Guest Teacher (03/09/26-06/04/26)

Northwood Middle School is seeking a Middle School Teaching position.

Mission Statement

North Shore School District 112 is a transformative learning organization where curiosity inspires minds, innovation shapes the future, and students, staff, and families engage to create a kind and connected community that is committed to excellence.

A. Planning and Preparation

• Knowledge of Content and Pedagogy – Plans and practice reflect knowledge of the content and instructional strategies specific to the discipline.
• Knowledge of Students – Actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and demonstrates consideration for individual needs.
• Instructional Objectives – Objectives reflect high-level learning, curriculum standards, and are suitable for all students and address the needs of different types of learners.
• Knowledge of Resources, including Technology – Implements available resources and seeks additional resources, including appropriate use of technology, to enhance teacher skill and student performance.
• Assessment for Instruction – Uses assessment results to plan for instruction or the individual needs of students.

B. The Classroom Environment

• Management of Instructional Groups – Students in groups are productively engaged and focused on learning objectives with minimal teacher support.
• Management of Transitions – Transitions occur smoothly, with little loss of instructional time.
• Management of Materials and Supplies – Routines for handling materials and supplies occur smoothly, with little loss of instructional time.
• Safety, Accessibility, and Physical Space – The classroom is safe, and the teacher makes effective use of physical resources.
• Teacher Interaction with Students – Teacher–student interactions are friendly and demonstrate caring, respect, and proper regard for students’ cultures.
• Expectations – Standards of conduct are established and observable in the classroom setting, with fair and consistent teacher follow‑through.
• Monitoring of Student Behavior – Teacher is alert and responsive to student behavior at all times.
• Response to Student Misbehavior – Response is appropriate and successful.

C. Instruction – Teacher Effectiveness

• Quality of Questions – Most of the teacher’s questions are of high quality, providing adequate time for student responses.
• Monitoring of Student Learning During Instruction – Teacher monitors the progress of groups of students and some individual students.
• Student Assessment – Students are aware of criteria and performance standards and assess and monitor their own work against the criteria.
• Feedback to Students – Teacher’s feedback is timely and consistently high quality.
• Responses to Students’ Needs During Instruction – Teacher makes adjustments to a lesson, and the adjustment occurs smoothly and successfully accommodates students’ questions or interests.
• Persistence – Teacher persists in seeking approaches for students who have difficulty learning.

D. Instruction – Student Engagement

• Expectations for Learning – Teacher’s purpose for the lesson or unit is clear, including where it is situated within broader learning.
• Directions and Procedures – Teacher’s directions and procedures are clear to students.
• Explanations of Content – Teacher’s explanation of content is appropriate, accurate, and connects with students’ knowledge and experience.
• Activities and Assignments – Most activities and assignments are appropriate to students, and almost all students are engaged in exploring content.
• Grouping of Students – Instructional groups are productive and fully appropriate to the students or to instructional purposes of the lesson.
• Instructional Materials and Resources – Materials and resources are suitable for the instructional purpose and engage students.
• Structure and Pacing – The lesson has a clearly defined structure around which activities are organized; pacing is generally appropriate.

E. Professional Responsibilities and Personal Qualities

• Instructional Records – Teacher’s system for maintaining instructional records is accurate.
• Non‑Instructional Records – Teacher’s system for maintaining non‑instructional records is…