Licensed PE/Health Teacher

City View Charter School•Hillsboro, OR

1d•$44,230 - $78,998•Hybrid

About The Position

City View Charter School is a K-8 EL Education charter school in Hillsboro, OR. We believe in building students academic knowledge and skills, challenging them to create high-quality work, while teaching them character skills for life. Our EL curriculum encompasses brick-and-mortar teaching, while taking to the outdoors for fieldwork to connect with our local community. Teachers work with students, staff, and families to create, implement, and celebrate the learning happening throughout the year. Teachers at City View Charter School support the mission and vision of the school as well as embodying the principles and values of EL Education.

Requirements

Must have active TSPC Licensure in Physical Education PK-12
Commitment to learning and teaching through the EL Education instructional model including outdoor and/or adventure experiences
Valid Oregon Teaching License
Growth mindset with new technology and systems being implemented by City View
Maintain integrity of confidential information of students and staff
Ability to collaborate productively with team members
Self directed with creative ingenuity
Employment is contingent upon passing a Federal (fingerprinting) background check as pursuant to ORS 326.603 & 326.607.

Nice To Haves

Experience with EL Education
Experience teaching virtually and/or at multiple levels and locations

Responsibilities

Plan and teach fitness and health classes for K-8 grade students and generally promote health and wellness at the school.
Work with students, other teachers and staff, and the Executive Director toward achieving the mission and goals of City View Charter School.
Implement the principles and components of EL Education and the Responsive Classroom model.
Teach fitness and health classes to K-8th grade students according to a schedule provided by the Executive Director prior to the first day of school.
Plan challenging and engaging lessons and experiences for students in fitness to help students achieve standards.
Ensure that lessons/activities have multiple entry points and support structures so that children with different abilities and learning styles are successful.
Develop fitness elective courses for middle school students based on The National Fitness Standards, student interest, and available opportunities.
Ensure a variety of offerings.
Lead or support after school clubs according to a mutually agreed upon schedule (as needed with extended contract)
Work with SPED staff to understand the needs and goals of students with Individual Education Plans (IEPs) and English Language Learners (ELLs).
Differentiate instruction and provide accommodations and supports as needed.
Actively seek to improve knowledge and skills to better address the needs of special education students and ELLs.
Work with teaching teams to plan activities and make connections to classroom instruction and learning expeditions.
Develop strong long-range plans including a curriculum map for the year.
Provide plans to the Executive Director and share with teaching teams.
Provide students and their families with information about courses and the program.
Incorporate equity, diversity and inclusion content into instruction throughout the year in appropriate ways.
Ensure that all students see their culture(s) represented in curriculum and materials.
Develop and revise clear criteria and standards for quality work and regularly examine student performance to ensure that it meets increasingly higher standards of quality.
Display documentation panels that show student work and participation in fitness activities.
Conduct ongoing assessment of student work, skills and progress using multiple assessment tools including anecdotal records, student performance, reflections, and performance assessments with rubrics as appropriate.
Use assessment data to plan for instruction and to set short and long-range goals.
Regularly analyze student data to improve instruction, insure equity and make program recommendations and improvements.
Utilize assessment for learning strategies to engage students in assessing their own understanding and mastery.
Involve students in using learning targets for this purpose.
Plan for the collection of portfolio items outlined in the criteria for portfolio collection established by the teaching staff.
Support students in completing reflections.
Work with the teaching teams to coordinate the process.
Create and maintain a physically and emotionally safe environment for students.
Communicate respectfully to students at all times.
Model, practice and discuss respectful, unbiased and effective communication with students.
Ensure safety for all fitness activities.
Involve students in creating class norms.
Establish and consistently apply logical consequences for not following them.
Uphold and support the school-wide discipline policies.
Document serious and less serious infractions to the policies and seek help and support from colleagues and leadership teams when discipline concerns arise.
Engage students in age appropriate discussions of diversity.
Use student observations, questions, actions and reactions as teachable moments to explore diversity.
Generally promote health and fitness throughout the school.
Communicate and plan regularly with teaching teams to best meet the needs of individual students and make fitness a priority.
Meet formally with each team at least once per semester.
Seek information and support from the SPED Case Manager to best support students in classes with special needs.
Attend child study meetings as needed or required.
Be on time for classes, duties, team meetings and professional development activities.
Communicate about and plan for absences in advance with teaching teams and the Executive Director.
Seek to resolve conflicts with colleagues as soon as they arise.
Seek support from the Executive Director when needed.
Make classes open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning.
Involve students in welcoming visitors and communicating about the program.
Participate in monthly Professional Development Time and contribute to sessions by sharing ideas and student work, offering feedback, and facilitating some sessions or discussions.
Participate in peer observation using protocols established and agreed upon by staff.
Set professional development goals with the Executive Director.
Seek out opportunities for professional development that will lead to achieving goals.
Participate in a summer staff development institute or retreat in August.
Attend and actively participate in bimonthly professional development and ‘All School Crew’ meetings.
Seeking out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals.
Attending and participating in school events.
Building a culture of acceptance, diversity and inclusion among students.
Communicate with parents regarding planned activities.
Complete narrative progress reports for students two times per year (January and June).
Collaborate as needed with other teachers.
Meet with parents as requested to share information about student progress.
Contact parents immediately when concerns arise about student performance or work completion.