Culture - Teacher, Resident

Overview

Position: Teacher Resident

Exempt Status: Non-Exempt

Number of Days: According to district approved calendar

Department: Opportunity Culture

Reports To: Multi-classroom leader and principal

Supervises: None

• Associate’s degree or coursework toward a bachelor’s
• Working toward teaching certificate and bachelor’s degree

• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference given for experience working successfully with those of similar demographics to the desired school placement. Knowledge of subject matter being taught.

The resident supports a small teaching team (in year one, no more than 3 team teachers) led by a multi-classroom leader. A multi-classroom leader, or MCL, is an excellent teacher with prior high-growth student learning who leads, organizes, and develops a team of teachers and staff to serve multiple classrooms of students with excellence. A resident observes and learns on the job in preparation for a teaching career while earning a degree (typically a bachelor’s, but in some cases a master’s) and/or certification at a cooperating educator preparation provider.

For a full school year, nearly full-time, the resident works closely with the MCL and the teaching team. Residents typically spend more time than team teachers supervising noninstructional time over the course of the year, but their total instructional time matches or exceeds that of typical student teaching roles, and all work is performed under the direction of a high-growth teacher, the MCL.

Residents play various roles as determined by the MCL, while learning how to teach. Typical responsibilities include learning while:

• Helping team deliver instruction: large-group, small-group, individual, and digital instruction, using the MCL’s lesson plans.
• Helping team monitor and improve instruction with assessments, grading, data analysis, and rubrics to identify next steps.
• Adapting and improving high-standards, differentiation-ready lesson plans that motivate strong student learning, after learning to deliver such lessons prepared by the MCL and/or more experienced team members.
• Managing procedures, supervising students, and developing students’ social-emotional skills during transitions, lunch, recess, assemblies, and other activities, and while team teachers plan or deliver instruction.
• Taking responsibility for some other noninstructional duties of the team.

• Identify and address individual students’ social, emotional, and behavioral learning needs and barriers.
• Hold students accountable for ambitious, measurable, high expectations of behavior and engagement.
• Contribute to a culture of respect, enthusiasm, and rapport.
• Manage student behavior during transitions and less structured time (such as recess, lunch).
• Monitor independent work time in classroom while teacher provides instruction.

• Ensure a high-standards, differentiation-ready curriculum.
• Plan backward to align all lessons, activities, and assessments with high-expectation standards & curriculum.
• Implement and suggest improvements to instruction that develops higher-order thinking skills and is personalized, reflecting the levels and interests of individual students.
• Implement and suggest improvements to assessments that accurately assess student progress.

• Tutor and provide small-group instruction under the direction and using tools/rubrics of the MCL and team.
• Supervise student skills practice, projects, and digital learning.
• Lead whole-group instruction.
• Participate in instructional planning, data review, and improvement occasionally during the year.

• Solicit and eagerly receive feedback from supervisor and team members to improve professional skills.
• Periodically, meet with team and MCL to ensure alignment of instructional vision and delivery in all classrooms and to troubleshoot students’ persistent learning…