As a member of a high performing instructional team, establish and sustain a school culture and learning environment that supports all students meeting high expectations for personal and academic achievement through a variety of professional activities and responsibilities: use of research-based best instructional practices, implementation of the HFA Core Educational Program, development of community partnerships, participation in professional development, participation in school-related and student centered activities, and completion of all professional obligations.

ESSENTIAL FUNCTIONS:

Teaching and Learning—
· Take full responsibility for students’ academic learning and personal growth
· Implement the HFA Core Educational Program through unit and daily lesson plans and learning tasks
· Incorporate HFA selected best practices in lesson design, instructional strategies and balanced assessment
· Work closely with grade-level team members to develop and implement interdisciplinary and cohesive learning experiences
· Enhance relationships with students and the overall classroom and school experience by supporting and participating in student events and activities before and after school
· Maintain a learning-focused, safe environment in the classroom and common school spaces
· Enforce the Student Code of Conduct as necessary to maintain a safe, secure environment for all staff and students

Implementation of HFA Model—
· Provide consistent focus on and reinforcement of the Five Developmental Areas in formal and informal student events and activities
· Incorporate community resources into learning experiences for students both by bringing a variety of resources to the classroom and by taking students to those resources directly
· Provide consistent emphasis on and support for a College- and Career-bound
Culture through both formal and informal student events and activities
· Facilitate a strong and effective Learning Community experience for students
· Participate as an active contributor in the shared decision-making process at the team and whole staff level

Community Partnerships—
· Establish and maintain strong connections with community-based organizations, cultural institutions, local and city-wide businesses
· Consistently integrate community resources from those partnerships
· Establish and maintain regular, personal contact with families and student caregivers

Curriculum Adaptation—
· Collaborate with founding Leadership Team and Elementary Project Specialist to develop inter-disciplinary themes and learning experiences specific to HFA: Elementary School
· Develop grade-level specific unit and daily lesson plans that align with the HFA Core Educational Program under the guidance of the principal, Director of Curriculum/Instruction and HFLI
· Participate actively with teams to develop resource bank of Detroit-specific community assets
· Develop Art and Design related activities that further the HFA educational objectives for students

Professional Development—
· Participate actively in professional development workshops and sessions provided by HFLI, the HFA Network of Schools, and other partners
· Establish individual goals and work toward the accomplishment of increased professional capacity
· Maintain an attitude of continuous learning through professional reflection and active collaboration with colleagues
· Work as an active member of the HFA professional learning community

Student Recruitment, Induction, and Retention—

· Collaborate to develop specific strategies to recruit and retain students each year
· Participate actively in planned activities to introduce school to potential families and students as well as develop and sustain strong enrollment
· Collaborate with Leadership team to update and implement incoming student orientation program and family workshops

School Launch—
· Implement specific tasks identified on HFLI school launch work plan as assigned by founding principal

Professional Obligations—
· Meet all obligations as set out in the HFA Staff Handbook

REPORTS TO: Principal

EXPERIENCE REQUIRED

MUST have a bachelor’s degree, relevant Michigan Certification, and be highly qualified for the position. Experience in education, target academic and elementary certification, and teacher leadership are critical. This position requires substantial expertise in urban education, including a proven record of effective authentic instruction, significant work with families and students as partners in learning, and integration of a wide range of unique, community resources. An evident commitment to holding all students to high expectations for academic
and personal success is also a must.

SPECIAL SKILLS:
Experience in urban elementary schools that face instructional and material challenges is critical as is expertise in working with families with significant needs, developing community partnerships and collaborative decision-making and leadership. Candidates should be comfortable operating in a flexible, self- directed and fast-paced work environment. Experience in an entrepreneurial educational environment is highly desired.

Creative Urban Education is an equal opportunity employer and does not discriminate on the basis of race, sex, color, religion, national origin, marital status, height, weight, age, unrelated disability or other legally protected status.

To apply for this position, please complete our online application. Please combine all references, resumes, and teacher certificates into one file for upload during application.

Elementary School Grade Level Teacher-2018-2019 School Year