Whitney Young HS: Latin & English Teacher - Immediate Vacancy (0.5 FTE, ISBE: 9-12 Latin & English)

Taleo Social Sourcing•Chicago, IL

4d•Onsite

About The Position

Whitney Young HS is seeking a Latin & English Teacher for an immediate vacancy. This is a 0.5 FTE position requiring ISBE certification for grades 9-12 in Latin & English. The Chicago Public Schools (CPS) is an urban district dedicated to providing a high-quality public education for every child, preparing them for success in college, career, and civic life. Teachers are responsible for the instruction, progress, tracking, and discipline of all students in their assigned classes, under the supervision of the school principal. This role involves setting achievable goals for individualized education plans (IEPs) in accordance with state guidelines, and collaborating with case managers, counselors, and general education teachers to address students' instructional and social needs. Teachers are expected to utilize the CPS Framework for Teaching, demonstrating a deep understanding of content and pedagogy, creating an effective learning environment, responding to diverse student needs, exhibiting excellent communication and professional judgment, prioritizing student safety, and personalizing learning through technology. The district's vision emphasizes equity, cultural competence, high expectations, and student responsibility.

Requirements

A bachelor's degree or higher from a regionally accredited institution of higher education.
Completion of the CPS online application and teaching profile at cps.edu/teach.
A valid teaching license issued by the Illinois State Board of Education, with the appropriate endorsement(s) for the role (ISBE: 9-12 Latin & English).
A valid teaching license issued by the Illinois State Board of Education, endorsed in LBS1 (This appears to be a requirement for a 'Diverse Learners Teacher' mentioned in the text, but the primary role is Latin & English Teacher. Including it as it is present in the text).
Must be an actual resident of the City of Chicago or be willing to become a resident within six months of the date of employment (exemptions may be available for certain high-needs positions).
Satisfactorily complete all CPS onboarding requirements, including passing a tuberculosis test, drug test, and state and federal criminal background checks.

Responsibilities

Instruction, progress, tracking, and discipline of all students in assigned classes.
Set goals for the individualized education plan that are achievable and comparable to a student's peers in accordance with the State of Illinois IEP guidelines.
Work collaboratively with case managers, counselors, and general education teachers to determine instructional and social needs of students.
Participate on the multidisciplinary team to promote students' well-being.
Demonstrate a deep understanding of content, pedagogy, and student knowledge.
Select learning objectives and design coherent instruction and assessments.
Create an environment for effective student learning and growth by establishing a respectful classroom culture with strong management of student behaviors and classroom procedures that promotes and appreciates the cultural, racial, and linguistic diversity of students.
Respond to the needs of all students by designing engaging classroom instruction with appropriately challenging questions, communication and discussion techniques, and instructionally aligned assessments.
Exhibit excellent oral and written communication skills, strong interpersonal skills, and exercise sound, professional judgment especially in interactions with administration, colleagues, families, and students.
Prioritize student safety through consistent implementation of the Student Code of Conduct and school wide systems of management and discipline.
Personalize student learning through mastery and innovative use of curriculum supplements and technology resources, as available.
Advocate for the district’s vision and commit to our district’s common themes of equity, cultural competence, high expectations, developmental appropriateness, attention to individual students (including those with special needs), appropriate use of technology, and student assumption of responsibility.