IB English Teacher

Job Descriptions

American Youth Academy is an Islamic-based private school located in Tampa, Florida, one of the fastest-growing communities in the entire country. AYA was established in 1992 and currently serves 650 students grades pre-K through 12, increasing every year. One of AYA's top priorities is to create an environment and structure that allows all students to engage in experiences that prepare them for the future. As enrollment continues to grow, we are looking for additional staff and administrators to join our team to help us with our next step into the future.

Qualifications:

• A minimum of a bachelor's degree or Masters's degree from an accredited institution in English or a related field.
• Possess any required state teaching credential or certifications and meet any other credentialing requirements.
• International experience in a multi-cultural environment
• A record of successful student achievement results in the International Baccalaureate Diploma Programme
• At least three years of experience in a comparable international school

Reports to: Head of School

Job Goal

Provide students with appropriate learning activities and experiences designed to fulfill their potential for intellectual, emotional, physical, and social growth; enable students to develop competencies and skills to function successfully in society to include supporting the International Baccalaureate philosophy.

Teachers will be evaluated in the following areas as part of their annual evaluation:

· Attendance 10%

· Professional Responsibilities 10%

· Professional Development Goals 10%

· Planning and Preparation 20%

· Lesson Structure 15%

· Classroom Environment and PBIS 15%

· Quality of Instruction 20%

Essential Functions and Responsibilities:

· According to guidelines established by the Head of school, board policies, and administrative regulations, present the subject matter.

· Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect an understanding of the learning styles and needs of students assigned

· Support International Baccalaureate philosophies

· Attend International Baccalaureate training as required

· Teach instructional using the International Baccalaureate framework

· Conduct assessments of student learning styles and use results for instructional activities

· Work cooperatively with special education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP)

· Work with other staff members to determine instructional goals, objectives, and methods according to program requirements.

· Use technology to strengthen the teaching/learning process

· Help students analyze and improve study methods and habits

· Embrace the department focus on student-centered learning, critical thinking, and creativity

· Encourage all students to be actively engaged in their learning and review their progress against the target goals.

Classroom Strategies and Behaviors

· Provides clear learning goals with an identified objective and provides rubrics for tracking student progress.

· Establishes classroom rules and procedures through the practice of routines.

· Recognizes adherence to rules and procedures with positive recognition and thorough follow-up with consequences.

· Establishes and maintains effective relationships with students by displaying objectivity and using verbal and nonverbal behaviors to demonstrate interest.

· Engages students by maintaining a lively pace, through physical movement, and by demonstrating enthusiasm.

· Makes the physical environment as safe and conducive to learning as possible.

Teaching for Student Learning

· The lesson is structured to meet the school guidelines for maximizing student learning and is completed in the time allotted.

· The content is delivered comprehensively and cohesively where all students are demonstrating understanding.

· Helps students interact with new information by identifying critical information, chunking and elaborating on new information, and recording knowledge.

· Helps students practice and deepen new knowledge by using and practicing learning skills and strategies.

Planning and Preparing

· Effectively plans and prepares for lessons and units by scaffolding information into the lessons.

· Creates or selects evaluation strategies that are appropriate for the students and aligned with the lesson's goals.

· Plans and prepares for the use of available resources and technology, including traditional resources and newer tools.

· Plans and prepares for the needs of students who lack support from home, in the English language and Arabic language.

Performance Responsibilities: Non-Teaching Tasks

· Collegiality and Professionalism

· Promotes positive interactions with colleagues.

· Promotes positive interactions with students.

· Promotes positive interactions with parents.

· Seeks mentorship for the areas of need or interest.

· Shares ideas and strategies with other teachers

· School and Individual Advancement

· Uses resources effectively

· Adheres to school rules, policies, and values.

· Attends to assigned duties diligently.

· Actively sponsors engage in and promote school committees.

· Actively sponsors engage in and promote student clubs.

· Participates in and supports school initiatives.

· Participates in professional development opportunities.

· Implements information, tools, and resources from professional development sessions.

Record Keeping

· Maintains RenWeb per school guidelines.

· Maintains students' grades in an organized manner.

· Updates student records and grades promptly.

· Maintains school resources and textbooks in good condition.

· Submits lesson plans promptly.

· Submits all requested documents promptly.

· Students are challenged at their ability level as they are guided through the higher-order thinking continuum.

· Communicates high expectations for ALL students by asking probing yet guided questions for all students, particularly the low expectancy students.

Ability To:

• Weigh options and think clearly.

• Ability to multi-task.

• Organize effectively through adequate planning

• Communicate clearly and concisely in the English language, both orally and in writing.

• Develop and maintain positive working relationships with administration, students, staff, and the school community to promote a collaborative professional environment.

• Relate well with children, deal with student problems, and maintain effective classroom discipline.

• Handle classroom situations with fairness and patience.

• Engage students through diversified learning activities

• Personalize learning to engage all learners

• Maintain a learning environment that is safe and student-friendly

• Willingness to openly communicate with administration, students, staff, and the school community.

• Demonstrated ability to evaluate tests and measurements of achievement.

• 11. Demonstrated willingness to be held accountable for student results.

Physical Demand:

Teachers spend most of the day standing and sitting in the classroom. While standing, the teacher will frequently hold light objects they are working on and demonstrating, etc. These can be held from waist level to slightly above the teacher's head. Teachers must be able to walk through the classroom and maneuver in tight spaces between desks. Dealing with students can entail kneeling or squatting, stooping, and bending from 50-70 degrees at the waist on an occasional to the frequent basis on a given day. The chalkboard or whiteboard is occasionally too frequently used, requiring grasping the chalk or marker or eraser, reaching, below, or above shoulder height with the dominant upper extremity, and may require trunk or neck rotation to look back at class.

The teacher often moves students' desks and chairs to change the classroom layout to influence teaching situations. It is occasionally necessary to lift and carry boxes weighing up to 25 pounds from the office to the classroom up to 200 feet away.

Environmental Demands:

This position works in various settings, including classrooms and outdoors, and may experience heat or cold extremes and fumes, odors, dust, and the noise level is moderate to loud.

Disclaimer:

The preceding job description has been designed to indicate the employee's general nature and level of work (s) within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this position.

Job Type: Full-time

Benefits:

• 401(k)
• 401(k) matching
• Dental insurance
• Health insurance
• Paid time off
• Vision insurance

Schedule:

• 8 hour shift
• Monday to Friday

Education:

• Bachelor's (Required)

Experience:

• Teaching IB: 3 years (Preferred)
• Private School: 1 year (Preferred)

License/Certification:

• Florida Teaching Certification (Preferred)

Work Location:

• One location

Work Remotely:

• No