Middle School English Language Arts Teacher Position in New Orleans

6 days ago


New Orleans, Louisiana, United States Algiers Charter School Association Full time
About Algiers Charter

Algiers Charter has been a cornerstone of the educational community since 2005. Our organization operates with the conviction that every student can achieve academic success. We are a two-school entity, committed to excellence and student achievement, as we forge a strategic path forward.

The educational landscape in New Orleans demands unwavering performance and accountability. Our strategic plan for the future encompasses unique operational, staffing, and instructional designs. If you share our vision and commitment to student achievement and pathways, we invite you to submit an application to join our team.

What Success Means in This Role

Algiers Charter's approach to teaching and learning centers on a continuous improvement cycle, focusing on planning, execution, reflection, and revision. Our schools are transitioning to a more complex conceptual framework, involving analysis, synthesis, hypothesis formation, understanding, and creating connections daily.

Algiers Charter teachers participate in the Teacher Advancement Program (TAP). TAP is a bold initiative designed to attract, develop, and retain talented individuals in the teaching profession. Continuous learning, coupled with strong support, yields optimal results for students in a positive work environment.

Success entails enhanced student achievement, a professional attitude, and attainment of School Performance Score (SPS) goals school-wide.

Position Description and ExpectationsProfessional Learning, Development, and Growth for Teachers

Teachers are expected to attend yearly professional development, including:

  • Faculty and Grade-Level Meetings
  • Job-Embedded Professional Development
  • Estimated 60-90 minutes per week, focused on student strategies, student work analysis, and Individual Growth Plan (IGP) Development
  • Attendance at Cluster Meetings
  • Teacher Accountability via observations and evaluations based on the TAP Instructional Rubric (three times per year)
  • Other meetings designated by school leaders

Performs other duties as required.

Student Engagement

(Are all students engaged in the work of the lesson from start to finish?)

All or almost all students complete instructional tasks, volunteer responses, and/or ask appropriate questions.

All or almost all students follow behavioral expectations and/or directions.

Students execute transitions, routines, and procedures in an orderly and efficient manner with minimal direction or narration from the teacher.

The class has a quick pace, and students are engaged in the work of the lesson from start to finish. Students who finish early engage in meaningful learning without interrupting other student learning.

Performs other duties as required.

Essential Content

(Are all students working with content aligned to the appropriate standards for their subject grade?)

Create common core-aligned lesson plans and unit plans that lead to standards mastery and are aligned to grade-level expectations and end-of-year assessments.

The lesson focuses on content that advances students toward grade-level standards or expectations and/or IEP goals.

All activities students engage in are aligned to the stated or implied learning goal(s) and are well-sequenced and build on each other to move students toward mastery of the grade-level standard(s) and/or IEP goals.

All instructional materials students use, such as texts, questions, problems, exercises, and assessments, are high-quality and appropriately demanding for the grade/course and time in the school year, based on guidance in the standards and/or student IEP goals.

Performs other duties as required.

Academic Ownership

(Are all responsible for doing the thinking in this classroom?)

All or most students provide meaningful oral or written evidence to support their thinking.

Students complete an appropriately challenging amount of cognitive work during the lesson, such as reading, writing, discussion, analysis, computation, or problem-solving, given the focus of the lesson.

Students respond to and build on their peers' thinking, ideas, or answers.

Students routinely provide constructive feedback to their classmates and respond productively when a peer answers a question incorrectly or when they do not agree with the response.

All or almost all students consistently try hard to complete academic work and answer questions, even if the work is challenging.

Performs other duties as required.

Demonstration of Learning

(Do all students demonstrate that they are learning?)

Questions, tasks, or assessments yield data that allow the teacher to assess student progress toward learning goals and help pinpoint where understanding breaks down.

Students have extensive opportunities to express learning through academic writing and/or explanations using academic language.

All students demonstrate how well they understand lesson content and their progress toward learning goals through their work and/or responses.

Student responses, work, and interactions demonstrate that all or almost all students are on track to achieve stated or implied learning goals.

Performs other duties as required.

Qualifications

Bachelor's Degree in Education or a related area of study

Two years of teaching experience preferred

Valid Louisiana Teaching Certificate with Louisiana Certification Preferred

Proven record of high student achievement as listed on previous evaluations and Compass scores (highly preferred)

Desire and ability to succeed in a student-friendly, detail-oriented, community environment

Belief in the Algiers Charter mission and educational model

Open to professional learning, formal/informal observations, and feedback



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