Certified High School Chemistry Teacher (26-27 School Year)

New Paradigm for Education•Detroit, MI

4d•$51,000 - $80,000•Onsite

About The Position

New Paradigm For Education (NPFE) is a non-profit Charter Management Organization (CMO) seeking a Certified High School Chemistry Teacher for the 26-27 school year. NPFE serves 2,100 students in Detroit, Michigan, and is dedicated to maximizing student learning potential through proven educational practices. The organization is committed to educational transformation, aiming for all students in Detroit to achieve at the highest levels. NPFE seeks educators who believe in the potential of all students, regardless of background, and are driven by academic achievement, continuous growth, and a rigorous, supportive environment. Culturally responsive educators with strong relationship-building skills are highly valued.

Requirements

Must possess a Bachelor’s degree, preferably in education or in science.
Must have - or be on a path to - a valid Michigan Teaching Certificate.
Strong commitment to, belief in, and alignment with the school's mission and goals.
Demonstrate an ability to develop a positive, achievement-oriented, culturally responsive, supportive, and collaborative culture of high expectations that motivates and inspires students to learn.
Have a relentless belief that all students, regardless of their race and economic or social circumstances, deserve a quality education and can attain postsecondary success.
Have strong interpersonal, communication and relationship-building skills with both children and adults.

Nice To Haves

Prior classroom experience in High School is also highly preferred.

Responsibilities

Develop and maintain high-quality academic-focused instruction for all students.
Utilize a high-quality curriculum.
Implement strong instructional practices, culturally responsive teaching practices, and effective classroom management skills.
Build strong and lasting relationships with students and families.
Identify and apply best practices in instruction and student achievement.
Continuously implement feedback and seek growth.
Possess and implement knowledge of high school pedagogy and science.
Write and implement lesson plans grounded in the curriculum, regularly incorporating constructive feedback.
Keep and use up-to-date data to monitor student progress and drive instructional choices.
Effectively integrate solid content knowledge into the curricula, making connections between content and other parts of the student discipline(s), and developing relationships among topics and concepts in teaching plans and practices.
Integrate current best practices and research into teaching plans and practices to assure the most effective educational program for students.
Identify and integrate instructional goals that are valuable, clearly stated, measurable, suitable for diverse students, and that create opportunities for different types of learning.
Design coherent instruction (including learning activities, instructional materials and resources, instructional groups, lesson and unit structure, etc.) that reflect network curriculum and current best practices in the field and support instructional goals.
Effectively utilize questioning and discussion techniques in the classroom to promote student participation and to successfully engage students in discussion.
Effectively and appropriately engage students in learning to maximize student comprehension of the lesson through representation of content, activities and assignments, instructional groupings, instructional materials and resources, structure and pacing, etc.
Provide accurate, substantive, constructive, specific, and timely feedback on student progress and performance to students, parents, and other professionals as needed or required.
Demonstrate flexibility and responsiveness to student needs by effectively making minor adjustments to the lesson, persistently seeking thoughtful alternative approaches, strategies/resources, and successfully accommodating students’ questions or interests to enhance student learning.
Accurately and thoroughly assess student learning using instructional goals; clearly communicate assessment criteria and standards to students; and effectively utilize assessment results to plan for individuals and groups of students.
Use student assessment information to assist the Special Educator in developing an effective standards-based Individual Educational Plan (IEP) for those students who qualify for such services.
Accurately and thoroughly assess a lesson’s effectiveness and the extent to which it achieved its goals, and effectively modify the lesson plan for future use to enhance student learning.
Provide a safe learning environment for all students and create and maintain an environment of respect and rapport.
Establish a culture for learning that incorporates the importance of the content, student pride in high-quality work, and high expectations for student achievement.
Effectively and efficiently manage classroom procedures including instructional groups, transitions, materials and supplies handling, and the performance of non-instructional duties.
Assure productive, effective, and efficient use of instructional assistants and volunteers in the classroom.
Demonstrate knowledge and understanding of students including: intellectual, social, and emotional characteristics of age group; students’ varied approaches to learning; student skills and knowledge; student interests and cultural heritage; student economic influences; and student family, school and community context.
Solicit and utilize constructive feedback received from administrators and instructional coaches.
Work in teams to plan, problem-solve, and support one another on a daily basis.
Develop family-school relationships that foster the academic and social development of the child.
Encourage parents/guardians to participate in the daily life of the school and reach out to families in their homes through training, parent nights, conferences, and telephone contact and through technology.
Establish connections and relationships among their students and the larger community that support the academic and social development of the child and contribute to the achievement of overall school goals.
Perform other ancillary duties as needed or assigned.