Secondary Teacher

Integrity Educational Services (IES) is the non-profit educational service provider for Hope Academy of West Michigan and Lighthouse Academy. Being a part of the IES team means that you care about the students we serve, you genuinely believe every student can succeed, you align with our mission, vision, and Whole Child approach to education and you are committed to living into our values. Each and every day, we hold ourselves responsible to living out the values of Respect, Inclusiveness, Integrity, Persistence, Growth Mindset, Teamwork/Collaboration and Excellence.

At our Lighthouse Academy locations, we offer residential programs serving youth and adults in detention facilities, correctional facilities and residential treatment programs, along with community schools serving students who are long-term suspended, expelled, have an IEP or are affiliated with the Court system.

So, if you have a passion for education, desire being a part of a values-driven team and want to serve at-risk youth, come join a growing team and make a positive difference in the life of a child

GENERAL PURPOSE: To be responsible for providing appropriate education experiences to meet the needs of youth enrolled in all programs. The Teacher is accountable to the Principal and functions as a member of the school team, which consists of classroom teachers, instructional support staff, school social workers, the principal and the administrative assistant. Subscribe to the vision, mission and values of Integrity Educational Services and the applicable academy.

ESSENTIAL FUNCTIONS: A teacher skillfully demonstrates...
- the strong desire to achieve outstanding student achievement results in a short amount of time and commit to the relentless pursuit of increasing student learning.
- The ability to achieve outstanding student achievement results in a short amount of time and commit to the relentless pursuit of increasing student learning.
- the skill to leverage the student support network to ensure that students’ social, emotional, nutritional and health needs are addressed;
- the willingness to leverage the student support network to ensure that students’ social, emotional, nutritional and health needs are addressed;
- the ability to motivate students and influence their behaviors through building meaningful, caring relationships with students following the PBIS framework, and utilizing protocols and classroom routines in order to exert academic influence;
- the ability to collaboratively create and execute clear, logical instructional plans that produce strong results in student learning;
- the capacity to align curriculum, instruction and assessments in a tiered system of instructional strategies within the classroom to meet the needs of all students;
- the competence to collect and analyze student data;
- the competence to design and utilize formative assessments to modify and adjust instruction on a daily basis;
- the ability to help create and thrive in a professional environment that is one of mutual respect, teamwork, and accountability;
- participation in assigned PLC groups and serving as a mentor teacher, if requested.
- the ability to successfully engage at-risk youth;
- the ability to meet student grading and attendance requirements;
- cultural awareness and sensitivity both to students as well as other IES team members;
- meeting attendance and timeliness
- assisting with coverage of the eating area during breakfast and lunch if applicable. Assist with coverage during arrival, passing time, and dismissal from
- performing all other duties as assigned.

A teacher has the confidence to lead and possesses the following competencies to...
- prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change;
- achieve results by facilitating appropriate initiatives that are informed by data and reflecting and acting on lessons learned to skillfully challenge the status quo.
- maintain his/her drive for results by demonstrating persistence, and the ability to monitor and plan ahead;
MINIMUM REQUIREMENTS: The minimum qualifications needed to perform the essential functions of the job such as education, experience, competencies, knowledge and skills are listed below.

Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, ability or competence required.

Education and/or Experience: Teaching degree from an accredited college or university, certification required **(or provisional certification with intent to become fully certified)**. Experience working with emotionally/behaviorally impaired adolescents is preferred.

Language Skills: Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to write simple correspondence. Ability to effectively present information in one-on-one a