Our Vision

Graduate leaders that are empowered to make the right choices and become catalysts for change.

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Our Mission

Awaken and develop the socially responsible, technologically literate, and self-motivated leader within ALL students via an innovative, internationally focused, and student-centered curriculum that challenges students intellectually, creatively, and personally in a nurturing and safe environment that promotes the development of the total child so that they can be successful in an interconnected global community.
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Custom Job Purpose:

This position exists to ensure that all students learn the basic and essential skills at each grade level.
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Essential Functions of this Job
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A. Instructional Processes
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• Monitors the instructional program provided by classroom teachers and provides ongoing professional learning support and coaching to help teachers improve performance and mathematics-related objectives.

• Supports teachers in ensuring the alignment of their lesson plans and instruction to the appropriate Florida B.E.S.T. Standards along with the B1G-M.

• Facilitates teachers’ use of high-impact, evidence-based instructional strategies, including differentiated instruction for diverse learners.

• Stays abreast of the latest curricular and pedagogical research, innovations, program trends, and methodologies and implements new strategies as appropriate for the school’s student population.

• Works with new teachers to ensure they have materials and competencies necessary for success.

• Observes classroom instruction regularly and provides follow-up consultation and written evaluative or non-evaluative feedback to teachers.

• Provides direct support to individual and small groups of students as warranted.

• Analyzes and uses student performance data to identify and respond to the mathematical-related professional learning needs of individuals and groups of teachers.

• Assists administrators in proactively identifying school strengths and areas for improvement and recommends responses that maximize student achievement in mathematical development.

• Determines the school based needs with the Chief Academic Officer.

• Works well in a fast-paced environment; demonstrates flexibility and adaptability with a sense of urgency and zeal for ensuring that all students in the school meet grade level expectations (at a minimum) and attain the foundational skills that lead to college, career and civic readiness.

• Models professionalism, engages in reflection, self-led continuous improvement, seeks out feedback and provides constructive feedback to colleagues.

• Conducts model lessons for teachers, teams of teachers, grade levels, or departments utilizing the student centered learning model.

• Assists with horizontal and vertical continuity and articulation of standards;

• Co-develops specific lesson plans with teachers, using a variety of techniques;

• Assists teachers in organizing the model classroom;

• Maintains adequate and consistent documentation of scope of work in the coaching calendar, coaching log, follow up emails to discuss the work in detail, team meetings, and PLC’s;

• Must be able to work some days past the regular school day as necessary;

• Conducts cycles of support and side-by-side coaching cycles using a student-centered coaching model;

• Facilitates the use of the student structured math talks within the student-centered classroom designed by the Teaching and Learning Department.

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B. Curriculum Development

• Keeps current in subject matter knowledge and learning theory and is willing to share this knowledge to improve the school's growth and achievement continually.

• Assists in the ongoing curriculum revision process, including revising written courses of study.

• Assists in providing feedback on the selected curricular materials including books, equipment, and other instructional materials.

• Becomes acquainted with supplemental services beneficial to students as an extension of regular classroom activities.

• Implements the chosen curriculum at the school site with fidelity.

• Meets with the Teaching and Learning Department on a regular basis.

• Assists in creating pacing guides and IB unit plans at the school and network level.

• Assists in creating network mathematical benchmarks.

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C. Classroom Management

• Develops, according to district and building guidelines, reasonable rules of classroom behavior and appropriate discipline techniques that are consistently applied.

• Takes necessary and reasonable precautions to protect students, equipment, materials, and facilities.

• Shares responsibility during the school day for supervision of students in all areas of the school.

• Provides for the supervision of assigned students when circumstances require a brief absence from the assignment.

• Integrates school-wide Positive Behavioral Intervention Supports (PBIS) in the classroom on a regular basis and alignment to school guidelines.

• Collaborates with the Teaching and Learning Department and shares with the school leadership team the trends, instructional needs, support and teacher concerns.

D. Public Relations

• Upholds and enforces board policy, administrative procedures, and school rules and regulations; and is supportive of them to the public.

• Maintains appropriate work habits, including regular and punctual attendance and proper conference and planning time.

• Strives to communicate the positive aspects of the school program to the public in word and deed both on and off campus.

• Works cooperatively with parents to strengthen the educational program for their children. Establishes and maintains cooperative relations with other staff.

• Utilizes the school-designated communication processes and mechanisms to collaborate with parents and inform them about student progress.

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E. Professional Growth

• Engages in continued professional growth through attendance at workshops, seminars, conferences, and/or advanced coursework at institutions of higher learning.

• Maintains membership in appropriate professional organizations.

• Cooperates with the Chief Academic Officer in planning appropriate in-service training programs at the school site or network level.

• Attends staff, department, committee, and network meetings as required.

• Maintains appropriate licensure and acknowledges that continued employment with the network is contingent upon providing required documentation to validate licensure in a timely manner.

• Adheres to the Teacher Code of Ethics as defined by the Florida Law.

• Encourages learning, growth and achievement that demonstrates life-long learning of mathematical best practices.

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F. Student Evaluation

• Evaluates students' accomplishments regularly using multiple assessments alongside the instructional leader. Provide tools or methods such as teacher-made tests, samples of students' work, mastery skills checklists, ongoing classroom checklist of learning, criterion-referenced tests, and norm-referenced tests.

• Makes appropriate adjustments in the instructional program based on assessed results.

• Performs duties necessary to maintain the accountability required for the instructional program and as required by the Chief Academic Officer.

• Respects the confidentiality of records and information regarding students, parents, and teachers by accepted professional ethics and state and federal laws.

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G. International Baccalaureate Requirements

In addition to the job responsibilities of a traditional classroom teacher. Teachers in the IB PYP program have the following expectations:

• Create, monitor, sequence, and implement IB Unit Plans as determined by the school's IB Program and the IB Coordinator

• Create and implement IB Transdisciplinary Units as determined by the school's IB Program and the IB Coordinator

• Teach the 10 IB Learner Profile Characteristics holistically to teachers and in classes.

• Participate in all school based IB training, activities, and professional development.

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Non-Essential Functions of this Job

Performs other duties as assigned in collaboration with the Chief Academic Officer and principal.
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Work Context:

• Requires sitting, standing, walking, and moving about to coordinate work.

• Requires the use of alternative communication systems, such as electronic mail, telephones, communication applications, and computers.

• Requires coordination of work tasks to establish priorities, set goals, and meet deadlines.

• Requires face-to-face or virtual discussions and contact with individuals and/or teams.

• Requires work with students, internal and external contacts, and with the public.

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Physical Environment:

• Requires working indoors in environmentally controlled conditions.

• May require working outdoors as well, with exposure to outdoor elements including weather changes, foliage, insects, etc.

• Requires sitting, standing, and the ability to lift, carry, move and/or position objects frequently weighing up to 20 pounds and infrequently weighing more than 20 pounds.

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Education, Experience and/or Certification/License Requirements
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• Minimum three years of successful teaching experience with at least two years of teaching a core content area at the appropriate grade level span (REQUIRED);

• Provide most recent employee evaluation from school officer (REQUIRED)

• Bachelor’s Degree in Education (REQUIRED, mathematics)

• Master’s Degree (PREFERRED);

• Must be able to provide school-level leadership in regards to curriculum, pacing, and resources to support classroom instruction with a deep understanding of the progression of the knowledge, skills, and processes of education as defined in the

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Job Type: Full-time

Pay: From $60,000.00 per year

Benefits:

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

Schedule:

• Monday to Friday

Ability to commute/relocate:

• North Las Vegas, NV 89032: Reliably commute or planning to relocate before starting work (Required)

Application Question(s):

• Do you have instructional coaching experience?

License/Certification:

• Teaching Certificate in Mathematics (Preferred)

Work Location: One location

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