[SY 24-25] Diverse Learner Teacher
2 weeks ago
At KIPP Chicago, Diverse Learners Teachers usually serve caseloads of high-incidence, cross-categorical students through pushing-in to content classrooms and pulling small groups of students out to a resource room. DL Teachers are needed across our 8 schools, both our elementary schools and our middle schools, across all grade levels K - 8. Usually, DL teachers instruct caseloads of students from one to three grade levels.
KIPP Chicago Schools’ students perform beyond statistical expectations in part because our teachers are exceptional. They have a “whatever it takes” attitude toward their role in students’ success. Expectations specific to the Diverse Learners Teacher role are:
IEP Tasks
Write initial, annual and tri-annual IEPs using Chicago Public School’s IEP system
Inform general education teachers of IEP goals as necessary
Monitor and support implementation of goals and objectives in general education classrooms
Provide and/or support modifications and accommodations as needed in general education classrooms
Keep IEPs updated as to the achievement of goals and objectives at the end of every quarter
Issue quarterly progress reports on IEP goals for students & families
Schedule coordinate, and chair the annual IEP meetings in collaboration with families, appropriate clinicians and general education staff
Maintain a portfolio of student work samples, anecdotal data, and classroom observations
Encourage parent partnerships and maintains positive communication with families regarding student progress
Work with the Principal, Assistant Principal and general education teachers to ensure all students receive appropriate accommodations and modifications during formal and informal assessments
Case Management Tasks
Assume responsibility for case compliance and student academic progress
Maintain special education file
Ensure all evaluation recommendations are followed up and completed
Work with clinicians to ensure related services are being delivered
Provide input on clinicians’ performance evaluations as appropriate and necessary
Our expectations for teachers include, but are not limited to, the following:
A belief that all students can and will be successful at our schools
Practice a growth mindset about oneself and all others at the school, including seeking help and engaging in self-reflection in order to constantly refine one’s own teaching
A commitment to pursuing anti-racism in our schools and work together
Dependable attendance according to our extended school year and extended school day
Communicate frequently and consistently with students and families, including after school via phone, regarding academics, behavior, logistics, and homework help
Use best practices in alignment with school-wide systems to manage student behavior and create a safe, warm, demanding, and joyful classroom environment
Set specific, ambitious growth targets for all students and identify and leverage all necessary resources to ensure they meet them
Use best practices to backwards plan weekly and daily instruction that is tightly aligned to prescribed unit objectives and student needs as demonstrated by assessment data
Assess students daily, weekly, and at the ends of units and analyze and share assessment data through school-wide systems
Use best practices, including differentiation with instructional technology and other techniques, to execute engaging instruction at a level rigorous for all students
Collaborate throughout each day with grade level and content teams, sharing responsibility for all students at all times
KIPP Chicago Schools teachers are supported in their demanding work by experienced and dedicated leadership and staff who have themselves proven successful in the teaching role. Our leaders maintain consistent school-wide systems and procedures -- academic, behavioral, cultural, logistical -- designed to permit teachers to do their best work.
Our supports for teachers’ work include, but are not limited to the following:
A recent model of Mac laptop computer
A stipend to support the cost of mobile phone usage
School-wide Social Emotional Learning curriculum and practices
Principals and assistant principals who are routinely present throughout the building and day
One-on-one meetings with a principal and/or assistant principal once per week to discuss student progress and the teacher’s development
Collaboration with grade-level and content teams
Two hours of time each week devoted to analyzing student data and planning responsive instruction
A daily prep period each day
Frequent in-building professional development from school leadership
A rigorous prepared curriculum in ELA, Math, and Science; prepared unit plans and unit assessments for Social Studies
In-building technology support
Highly efficient and thoughtful scheduling, including for special events like field lessons or testing windows
A team of ambitious, talented staff, every single one committed to our important work
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