Potomac Lighthouse Public Charter School is seeking a Teaching Assistant for the 2013-2014 school year.
Lighthouse Academy (LHA) assistants are more than instructional supports and classroom managers. They help transform children’s lives by creating opportunities for a brighter future. We are seeking assistants who will make the commitment to teach with determination, integrity and purpose, embodying these essential qualities:
Past experiences and actions reflect a commitment to the LHA mission, vision, core values
A passion and ability to build and sustain the LHA K-12 model in a high need, urban environment
Work in schools that demonstrates a sense of urgency and the relentless pursuit of high academic student achievement
Reflective, self-aware and adaptable to communication and work styles of others
Critical thinker and problem solver who takes initiative
Belief in the power of collaboration and works to build a collaborative culture with LHA network, community, staff, families and students
A Lighthouse Academy assistants works to create and enhance a culture of achievement and respect where high expectations and results are the norm. All assistants are responsible for supporting teachers with demonstrating significant and measurable academic gains, each year, with the students they teach. All assistants’ actions must always be aligned with our mission, vision, core values and education program. The essential functions for our assistants are as follows:
I. PLANNING for INSTRUCTION
Modify the Lighthouse Academies’ curriculum under the direction of the teacher to differentiate instruction for students.
Develop differentiated instruction techniques to ensure students are appropriately engaged and challenged, as well as to accommodate various learning styles, personality styles, and the need for physical movement.
II. DELIVERY of INSTRUCTION
Implement the Lighthouse Academies curriculum to assigned students under the direction of the teacher; present academic content through a variety of instructional strategies to reach all learners.
Execute modifications in a student's education plan that is required by an IEP, 504 Plan, bilingual education program and/or federal, state, and municipal laws.
Provide many and varied opportunities for students to achieve mastery while working to promote achievement by all students without exception.
Provide corrective feedback to students and re-teach as necessary to ensure that students have mastered the objectives.
Assist with conducting formative and summative assessment as requested; assist with small group accommodations.
Use data to inform teacher for updating each student’s Individual Learning Plans and other education plans.
Participate in meetings (IEP meetings, grade level meetings, parent conferences) as requested
Work with teacher to create a focused environment of fairness and respect that encourages students to take risks and strive to reach goals.
Communicate and enforce high expectations and standards for behavior and academic performance, aligned with the LHA School Culture Guide and Responsive Classroom, to create a strong culture of achievement and respect.
Establish, model, practice, and reinforce age-appropriate rules and logical consequences; create and consistently use individual behavioral management plans, as needed.
Assist teacher with the implementation of classroom procedures, systems, and routines that provide structure for students and maximize instructional time.
FAMILY and COMMUNITY RELATIONS
Communicate respectfully and thoughtfully with parent/guardians remaining sensitive to different families’ cultures, values and needs.
Initiate and maintain timely communication with all parents/guardians as requested by the teacher (through daily/weekly folders, notes home, phone calls, in-person meetings, conferences) concerning student progress and to provide a clear picture of the curriculum and high expectations.
Work collaboratively with parents/guardians, families, and other members of the community to involve them in academic activities and to support the success of a diverse student population and to bring in volunteers and additional resources.
Collaborate with colleagues (grade level and school-wide meetings, professional development days, the professional development institute) to continuously improve personal practice, classroom instruction, assessment, and student achievement, as well as the overall goals and mission of the school and the network.
Access meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercise judgment in accepting findings as valid for application in classroom practice and teacher improvement.
Reflect critically upon experience; identify areas for further professional development as part of a professional development plan that is linked to grade level, school, and network goals; access meaningful learning experiences; and listen thoughtfully to other viewpoints and respond constructively to suggestions and criticisms.
Develop an Individualized Professional Development Plan and use feedback to inform and update it.
Fulfill all outlined and related functions professionally, timely and thoroughly.
EDUCATION: Associate’s degree or Bachelor’s degree, preferably in Education
EXPERIENCE, KNOWLEDGE & SKILLS:
Prior experience working in a school setting supporting student instruction
Either a state approved certificate or a state license as a Teaching/Instructional Assistant.
Strong desire to work within an innovative, urban educational program
Understanding of the basic principles of explicit instruction and student engagement
Proven track record of raising student achievement scores
Ability to turn best practices into high quality, goal-driven results
Highly effective writing, oral and interpersonal skills to communicate with a varied audience
Data managements tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint and Outlook)