Middle School Spanish Immersion Teacher

At GCCS, teachers are focused on growing personally in their faith and their walk with Jesus Christ and modelling that walk to their students. The mission at GCCS is to equip students to serve and glorify God, and the primary role of teachers is to model this mission to students by living it out each day. In living out this mission, GCCS teachers need to use the latest research-based teaching strategies and be highly qualified in their content areas. GCCS teachers understand that effective learning can only happen in an environment where there are strong relationships of care and respect between students and teachers.

Responsibilities:

• Spiritual Development: Teachers commit to growing personally in their walk with Jesus. They will model their faith walk to students and counsel students spiritually when opportunities present. Teachers commit to daily prayer, praying together as a staff, and praying with their students daily. They will carry out the mission and vision of the school as well as the beliefs, policies, and procedures that support the mission and vision. Teachers are standard bearers and therefore must uphold the Biblical and moral standards of the organization.
• Teachers will develop a viable scope and a sequenced curriculum with colleagues, aligned to the mission and vision of GCCS as well as state and national standards. They will work in Professional Learning Communities which will include course teams, department teams, and faculty teams to develop and implement curriculum. Teachers will propose all new curriculum or amendments to curriculum to the CCHS Faculty Council for approval.
• Teachers will map and record curriculum in the district approved curriculum mapping folder and will create and supply a syllabus for each course. They will participate in regular professional development to improve their skills in the area of writing curriculum. Teachers may be asked to join task forces to identify areas of need for new curriculum or may be asked to develop new curriculum in an identified area of need along the district Scope and Sequence.
• Teachers will deliver a common curriculum with their PLC partners and will create common assessments for courses. They will use the data from these common assessments to inform their instruction. All curriculum must contain the authentic integration of faith in Jesus Christ as the centre of the curriculum and must be aligned with the Reformed perspective that every square inch of our world belongs to God. A clear story of Creation, Fall, Redemption, and Restoration must also be the thesis of each course at GCCS.
• Instruction: Teachers will tailor instruction to the specific needs of their learners in the classroom. They will differentiate instruction and assessment opportunities to the needs of the students. All instruction at GCCS will be learner-focused rather than teaching-focused. Teachers will complete regular professional development and will keep up with the latest research-based instructional strategies through mediums such as books, conferences, blogs, and news feeds.
• Teachers will create and execute at least one SMART goal each year. They will meet regularly with an instructional coach to work on their SMART goals and seek ways with their coach to continually improve their instructional strategies. Teachers will use a variety of research-based instructional strategies in their classroom such as inquiry-based learning, problem and project-based learning, discovery learning, case studies, simulations, Harkness discussion, collaborative learning, cooperative learning, observation, reflective learning, workshop model, and direct instruction.
• Activities: Teachers will participate actively in supervising student activities both during school hours and after school, as needed.
• Communication and Professionalism: Teachers will communicate regularly, timely, and in a caring and supportive manner with students, parents, and colleagues. They will clearly communicate academic expectations of students to students and parents verbally, in writing, and on the district LMS (Google Classroom).
• Teachers must be available to students before school or after school. Students must be aware of when teachers are available. Teachers will arrive at least 20 minutes before school starts and will remain at school at least 20 minutes after school ends. They will dress professionally each day and will be well-groomed and conduct themselves in a professional manner with students, colleagues, and parents.
• Teachers will report for all professional development in the fall or summer with advanced notice. They will arrive on time each day and participate fully in Prayer Time, PLCs, and staff meetings. Teachers will have curriculum work to complete during summers. Summer work will be task-oriented rather than a specific expectation of hours.