Essential Duties and Responsibilities: Essential duties of this position include the following. Employees in this position perform some or all of the following tasks.  Other duties may be assigned.

1. Follows and maintains knowledge of all District policy(ies) and procedures.
2. Instructs and demonstrates skill sets and techniques necessary for individual and team achievement in the specified sport.
3. Plans and set-up activities, practices and games.
4. Insures a certified coach is present at all practices and games.
5. Develops appropriate training programs and practice schedules.
6. Ensures that proper cleaning, storage, and maintenance of all athletic equipment and uniforms and updated inventories are adhered to.
7. Arranges transportation for athletic participants.
8. Arranges hotel room reservations for all overnight events except District and State competitions.
9. Travels with student athletes on the team bus both to and from games.
10. Adheres to all financial policies of the District in regard to the collection and disbursement of money, expenses, and receipts.
11. Makes accommodations regarding the purchase of uniforms, equipment and supplies.
12. Works with the Athletic Director in preparing practice and game schedules.
13. Maintains necessary records and completes required paperwork in a specified time and manner.
14. Ensures(s) that proper form(s) (insurance, attendance, medical) obtained and current.
15. Ensures that all student athletes are eligible, insured, have paid their fees and are in good physical condition from the beginning to the end of the season.
16. Enforces discipline policies and emphasizes sportsmanship and healthy lifestyles.
17. Supervises students in locker rooms at home and away games and ensures appropriate behavior.
18. Checks and secures all office, storage room, outside doors, locker rooms and all lights after last player leaves after games and practices (Head Coach may delegate this responsibility to an Assistant Coach).
19. Ensures that appropriate rules and regulation regarding the conduct and eligibility of athletic activities and athletes are explained and followed.
20. Maintains a safe environment and facilities for student athletes at all times.
21. Ensures that medical and safety requirements are adhered to.
22. Completes District injury report for any student injured within 24 hours even if student athlete does not see physician.
23. Reports and secures approval from the Athletic Director of all adults associated with their sport.
24. Submits athlete rosters to the Athletic Director before the first practice, one week before the first game, any changes to student information on the roster, inventories, final season statistics and list of award winners immediately following the season (list includes number of awards earned and the class of the athlete)
25. Consults with Athletic Director regarding any off-season training programs.
26. Assign duties to all assistant coaches under his/her jurisdiction; including pre-season practice sessions.
27. Interacts thoughtfully and courteously with students, staff, parents, fellow coaches, and officials and resolves conflict in a professional manner.
28. Appropriately maintains and secures confidential records and inquiries.
29. Professionally represents the school and the District in interactions with students, parents, community, staff and the media.
30. Attends or delegates attendance of Assistant Coach to all League Coaches meetings.
31. Maintains appropriate certifications and training hours as required.
32. Attends work regularly and is punctual. 

Marginal Duties and Responsibilities: marginal duties of this position include the following: Employees in this position perform some or all of the following tasks.  Other duties may be assigned:

1. Attends in-service training and staff meetings, as needed.
2. Sanitizes and cleans equipment
3. Inspects facilities and athletic fields for health and safety concerns
4. Chaperones/supervises athletic events, as needed

Supervisory Responsibilities: All school employees have some responsibility for supervising students and assisting in maintaining a safe environment.

Qualifications: To perform the job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education and/or Experience: High school diploma or General Education Diploma(GED) and/or at least two years related experience.  Prior successful experience working in a school setting or coaching student athletes strongly preferred.  Playing experience necessary. Interpersonal Skills: Works well with others from diverse backgrounds.  Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others' ideas and contributing to building a positive team spirit.  Demonstrated ability to successfully coach, lead and/or motivate adolescent students.

Language Skills: Ability to communicate fluently verbally and in writing in English.  Ability to effectively present information and respond effectively to questions in one-on-one, small group situations to students and other school staff. Ability to verbally respond to common inquiries from students. Ability to read and interpret documents such as safety rules, operating instructions, procedure manuals and regulations. Ability to write general reports and correspondences.

Mathematical Skills: Ability to add, subtract, multiply and divide in all units if measure, using whole numbers, common fractions and decimals.  Ability to compute rate, ratio and percent.

Reasoning Ability: Ability to define problems, collect data, establish facts and draw valid conclusions.  Ability to interpret an extensive variety of instruction in varying forms. Ability to problem solve and deal with a variety of concrete variables in situations where only limited standardization exist.

Computer Skills: General knowledge of computer usage and ability to use, e-mail, internet software and word processing software. Ability to type accurately and efficiently.

Other Skills and Abilities: Demonstrated knowledge of child growth and development at each level of instruction anode the social, emotional, physical and cognitive development of adolescent students. Demonstrated ability to participate physically demanding athletic activities.  Possess knowledge of effective behavior management methods.  Ability to exercise good judgement and work in a dynamic environment.

Certificates, Licenses, Registrations: Certificates as determined by the District. Ability to obtain a valid CPR/First Aid card, Driver License, eligible to receive a coaching certification through the Michigan High School Athletic Association.

Physical Demands: The physical demands described here are representative of those that must beet by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  While performing the duties of this job, the employee is regularly required to talk or hear.  The employee is required to walk, run, jump, stretch, stand sit, use hands or fine manipulation, handle or feel and reach with hands and arms frequently.  The employee is occasionally required to stoop, kneel, crouch or crawl.  The employee must regularly lift and/or move up to 25 pounds and occasionally up to 100 pounds.  The employee may occasionally climb stairs, ropes, or ladders.  Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus and peripheral vision.  The employee must have the ability to demonstrate proper techniques and skills needed for athletic participation.  

Work Environment: The work environment characteristics described here are representative of those that an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The work environment is a standard gymnasium and other athletic practice and event settings.  The noise level in the work environment is usually moderate but occasionally high depending upon student population and activities.  The employee is regularly exposed to wet or humid outdoor weather conditions.  The employee may be exposed to bodily fluids and/or blood borne pathogens.

Other Note: This is not necessarily an exhaustive or all-inclusive of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job.  This job description not a contract of employment or guarantee of any specific terms or conditions of employment.  The school district may add to, modify or delete any aspect of this job  (or the position itself) at any time as it deems advisable.

ESSENTIAL FUNCTIONS

• Establish a caseload of students based on criteria identified in the School Improvement Plan
• Plan and implement differentiated reading lessons using the Leveled Literacy Intervention program
• Conduct quarterly benchmarking to establish reading levels for all students
• Serve as a member of the Student Study Team
• Provide consistent, intensive, and targeted instruction to that caseload
• Take full responsibility for students’ learning
• Implement the HFA model curriculum framework through the unit and daily lesson plans and learning tasks
• Work closely with the reading specialist and grade-level teams to develop and implement inter-disciplinary learning experiences
• Enhance relationships with students and the overall studio and school experience by supporting and participating in student events and activities before and after school
• Collaborate with the instructional coaches and classroom teachers
• Participate actively in professional development workshops and sessions provided 
• Support teachers in providing strong literacy instruction
• Fulfill all additional requirements of an HFA teacher
• Meet all obligations as set out in the HFA Staff Handbook

MUST have a bachelor’s degree, relevant valid Michigan Certification, and be highly qualified for the position. Experience in education, target academic content area 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.

Henry Ford Academy: Elementary School 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 another legally protected status. 

ESSENTIAL FUNCTIONS:

Teaching and Learning

• Take full responsibility for students’ learning
• Implement the HFA model curriculum framework through the unit and daily lesson plans and learning tasks
• Incorporate HFA selected best practices in lesson design, instructional strategies, and assessment
• Enhance relationships with students and the overall classroom and school experience by supporting and participating in school 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

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 focus on and reinforcement of Public School in a Public Space and Work Place as the Learning Space
• Provide a consistent emphasis on and support for college and career exploration and preparation through both formal and informal student events and activities
• Facilitate a strong and effective Forum experience for students
• Be an active contributor in the shared decision-making process at the team and whole school level

Community Partnerships

• Establish and maintain strong connections with community-based organizations, cultural institutions, local and city-wide businesses
• Consistent integration of community resources from those partnerships
• Establish and maintain regular, personal contact with families and caregivers

Curriculum

• Collaborate with the leadership team to develop inter-disciplinary themes and learning experiences specific to HFA: SCS
• Develop specific daily lesson plans that align with the HFA model curriculum framework under the guidance of Instructional Coaches and DCI
• Participate actively with teams to develop resource bank of College for Creative Studies and Detroit specific community assets
• Design Art and Design specific electives that further the HFA model objectives for students

Professional Development

• Participate actively in professional development workshops and sessions provided by HFA: SCS, the HFA Network of Schools and the College for Creative Studies
• 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 and Induction

• Collaborate to develop specific strategies to recruit students each year
• Participate in planned activities to introduce school to potential families
• Collaborate with the leadership team to update and implement incoming student orientation program and family workshops

Professional Obligations

• Meet all obligations as set out in the HFA Staff Handbook

REPORTS TO: Principal

Experience Required

Bachelor’s Degree. MUST have relevant Michigan Teaching Certification and be highly qualified for the position. Experience in education, target academic content area 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 secondary schools that face instructional and material challenges are critical as is significant expertise in working with urban families, developing community partnerships and collaborative decision-making and leadership. Candidates should be comfortable working in a flexible, self-directed and fast-paced work environment. Experience I 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.

Reporting directly to the Chiefs, the Executive Assistant provides executive support in a one-on-one working relationship. The Executive Assistant serves as the primary point of contact for internal and external constituencies on all matters pertaining to the Office of the Chiefs. The Executive Assistant also serves as a liaison to the board of directors and senior management teams; organizes and coordinates executive outreach and external relations efforts, and oversees special projects. The Executive Assistant must be creative and enjoy working within a small, entrepreneurial environment that is mission-driven, results-driven and community oriented. The ideal individual will have the ability to exercise good judgment in a variety of situations, with strong written and verbal communication, administrative, and organizational skills, and the ability to maintain a realistic balance among multiple priorities. The Executive Assistant will have the ability to work independently on projects, from conception to completion, and must be able to work under pressure at times to handle a wide variety of activities and confidential matters with discretion.  

Desired Competencies:

• Strong organizational skills that reflect the ability to perform and prioritize multiple tasks seamlessly with excellent attention to detail

• Very strong interpersonal skills and the ability to build relationships with stakeholders, including staff, board members, external partners and donors

• Expert level written and verbal communication skills

• Demonstrated proactive approaches to problem-solving with strong decision-making capability

• Emotional maturity

• Highly resourceful team-player, with the ability to also be extremely effective independently

• Proven ability to handle confidential information with discretion, be adaptable to various competing demands, and demonstrate the highest level of customer/client service and response

• Demonstrated ability to achieve high-performance goals and meet deadlines in a fast-paced environment

• Forward-looking thinker, who actively seeks opportunities and proposes solutions Education and Experience Requirements

• Bachelor's degree required

• Strong work tenure: five to ten years of experience supporting C-Level Executives, preferably in a non-profit organization

• Experience and interest in internal and external communications, partnership development, and fundraising

• Proficient in Microsoft Office (Outlook, Word, Excel, and PowerPoint), Adobe Acrobat, and Social Media web platforms

Experience/Education:

• Bachelor's degree preferred

• Strong work tenure: five to ten years of experience supporting C-Level Executives, preferably in a non-profit organization

• Experience and interest in internal and external communications, partnership development, and fundraising

• Proficient in Microsoft Office (Outlook, Word, Excel, and PowerPoint), Adobe Acrobat, and Social Media web platforms.

Roles Responsibilities:

Executive Support

• Plans, coordinates and ensures the Chief's schedule is followed and respected.

• Provides "gatekeeper" and "gateway" role, creating win-win situations for direct access to the Chiefs' time and office.

• Communicates directly, and on behalf of the Chiefs, with Board members, donors, Foundation staff, and others, on matters related to Chiefs' programmatic initiatives.

• Researches, prioritizes, and follows up on incoming issues and concerns addressed to the Chief, including those of a sensitive or confidential nature. Determines appropriate course of action, referral, or response.

• Provides a bridge for smooth communication between the executive office and internal departments; demonstrating leadership to maintain credibility, trust, and support with senior management staff.

• Works closely and effectively with the Chiefs to keep him/her well informed of upcoming commitments and responsibilities, following up appropriately.

• Acts as a "barometer," having a sense for the issues taking place in the environment and keeping the Chiefs updated.

• Provides leadership to build relationships crucial to the success of the organization, and manages a variety of special projects for the Chiefs, some of which may have organizational impact.

• Successfully completes critical aspects of deliverables with a hands-on approach, including drafting acknowledgment letters, personal correspondence, and other tasks that facilitate the Chiefs' ability to effectively lead the company.

• Prioritizes conflicting needs; handles matters expeditiously, proactively, and follows-through on projects to successful completion, often with deadline pressures.

• Participates as an adjunct member of the Executive Team including assisting in scheduling meetings and attending all meetings

• Assists in coordinating the agenda of senior management team meetings and off-sites, and all staff meetings

• Facilitates cross-divisional coordination of travel and outreach plans  

Board Support and Liaison

• Serves as the President's administrative liaison to Calvert Foundation's board of directors

• Assists board members with travel arrangements, lodging, and meal planning as needed

• Maintains discretion and confidentiality in relationships with all board members

• Adhere to compliance with applicable rules and regulations set in bylaws regarding board and board committee matters, including advance distribution of materials before meetings in electronic/paper format.

Senior Management Liaison

• Participates as an adjunct member of the Executive Team including assisting in scheduling meetings and attending all meetings

• Assists in coordinating the agenda of senior management team meetings and off-sites, and all staff meetings

• Facilitates cross-divisional coordination of travel and outreach plans

Communications, Partnerships, and Outreach

• Ensures that the President's bio is kept updated and responds to requests for materials regarding the President and the organization in general

• Edits and completes first drafts for written communications to external stakeholders

Strategic Initiatives

• Works with the Strategic Initiatives team in coordinating the President's outreach activities

• Follows up on contacts made by the President and supports the cultivation of ongoing relationships Edits all, and creates acknowledgment letters from the President to donors

The Title I Math Interventionist is part of the Student Support Team at Henry Ford Academy: SCS. The primary responsibility is providing consistent, intensive, and targeted supplementary math instruction to struggling students. It is our belief that strong skills in mathematics are a crucial component of the essential educational foundation that we provide at HFA: SCS. The Title I Math Interventionist is charged with supporting students’ development of that foundation. As a member of a high performing instructional team, the Title I Math Interventionist establishes and sustains 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: uses research-based best instructional practices, implements the HFA model curriculum framework, develops community partnerships, participates in professional development, participates in school-related and student-centered activities, completes all professional obligations.

Essential Functions

Teaching and Learning

• Take full responsibility for students’ learning
• Implement the HFA model curriculum framework through the unit and daily lesson plans and learning tasks
• Incorporate HFA selected best practices in lesson design, instructional strategies, and assessment
• Work closely with a teaching partner, instructional coach and grade-level team to develop and implement inter-disciplinary 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

Curriculum Adaptation

• Collaborate with the leadership team and curriculum adaptation team to develop inter-disciplinary themes and learning experiences specific to HFA: SCS 
• Establish a caseload of students based on criteria identified in the School Improvement Plan
• Plan and implement differentiated math lessons to fit the needs of the student
• Conduct quarterly assessments
• Provide consistent, intensive, and targeted instruction to that caseload
• Implement the HFA model curriculum framework through the unit and daily lesson plans and learning tasks

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 focus on and reinforcement of Public School in a Public Space and Work Place as the Learning Space
• Be 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
• Consistent integration of community resources from those partnerships
• Establish and maintain regular, personal contact with families and student caregivers 

Professional Development

• Participate actively in professional development workshops and sessions provided by HFA: SCS and the HFA Network of Schools
• 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 and Induction

• Collaborate to develop specific strategies to recruit students each year
• Participate actively in planned activities to introduce the school to potential families and students

Professional Obligations

• Meet all obligations as set out in the HFA Staff Handbook

ESSENTIAL FUNCTIONS

·       Establish a caseload of students based on criteria identified in the School Improvement Plan

·       Plan and implement differentiated reading lessons using the Leveled Literacy Intervention program

·       Conduct quarterly benchmarking to establish reading levels for all students

·       Serve as a member of the Student Study Team

·       Provide consistent, intensive, and targeted instruction to that caseload

·       Take full responsibility for students’ learning

·       Implement the HFA model curriculum framework through the unit and daily lesson plans and learning tasks

·       Work closely with the reading specialist and grade-level teams to develop and implement inter-disciplinary learning experiences

·       Enhance relationships with students and the overall studio and school experience by supporting and participating in student events and activities before and after school

·       Collaborate with the instructional coaches and classroom teachers

·       Participate actively in professional development workshops and sessions provided

·       Support teachers in providing strong literacy instruction

·       Fulfill all additional requirements of an HFA teacher

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

MUST have a bachelor’s degree, relevant valid Michigan Certification, and be highly qualified for the position. Experience in education, target academic content area 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.

Henry Ford Academy: Elementary School 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.

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.

The Title I Math Interventionist is part of the Student Support Team at Henry Ford Academy: Elementary School. The primary responsibility is providing consistent, intensive, and targeted supplementary math instruction to struggling students. It is our belief that strong skills in mathematics are a crucial component of the essential educational foundation that we provide at HFA: Elementary School. The Title I Math Interventionist is charged with supporting students’ development of that foundation. As a member of a high performing instructional team, the Title I Math Interventionist establishes and sustains 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: uses research-based best instructional practices, implements the HFA model curriculum framework, develops community partnerships, participates in professional development, participates in school-related and student-centered activities, completes all professional obligations.

Essential Functions

Teaching and Learning

- Take full responsibility for students’ learning

- Implement the HFA model curriculum framework through the unit and daily lesson plans and learning tasks

- Incorporate HFA selected best practices in lesson design, instructional strategies, and assessment

- Work closely with a teaching partner, instructional coach and grade-level team to develop and implement inter-disciplinary 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

Curriculum Adaptation

- Collaborate with the leadership team and curriculum adaptation team to develop inter-disciplinary themes and learning experiences specific to HFA: Elementary School 

- Establish a caseload of students based on criteria identified in the School Improvement Plan

- Plan and implement differentiated math lessons to fit the needs of the student

- Conduct quarterly assessments

- Provide consistent, intensive, and targeted instruction to that caseload

- Implement the HFA model curriculum framework through the unit and daily lesson plans and learning tasks

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 focus on and reinforcement of Public School in a Public Space and Work Place as the Learning Space

- Be 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

- Consistent integration of community resources from those partnerships

- Establish and maintain regular, personal contact with families and student care-givers 

Professional Development

- Participate actively in professional development workshops and sessions provided by HFA: Elementary School and the HFA Network of Schools

- 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 and Induction

 - Collaborate to develop specific strategies to recruit students each year

- Participate actively in planned activities to introduce the school to potential families and students

Professional Obligations

- Meet all obligations as set out in the HFA Staff Handbook

The Title I paraprofessional works under the direction of one or more teachers to provide supplementary instruction to

Title I identified students

ESSENTIAL FUNCTIONS

• Provide supplementary instruction to academically struggling students under the direction of the studio teacher or Title I Teacher
• Maintain required records to track student progress
• Support student success and the culture of the school by implementing specific behavior support and management practices
• Participate in all staff meetings and training sessions
• Take part in all-school activities
• Meet all obligations as set out in the HFA Staff Handbook
• Be at least 18 years of age

Minimum Requirements:

• Have completed at least two years of study at an institution of higher education [defined as completion of 48 semester hours (or equivalent trimester hours) of college coursework or an applicable number of semester hours as defined by the institution of higher education attended, whichever is less; or
• Have obtained an associate’s (or higher) degree; or
• Have met a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment – Knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or Knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.
• Have demonstrated the ability to work effectively under the direction of others
• Have the willingness to assume any!responsibilities appropriate for the position
• Behave and speak in a professional manner
• An evident commitment to holding all students to high expectations for academic and personal success
• Significant experience working with urban children and their families
• Candidates should be comfortable operating in a flexible, self-directed and fast-paced work environment

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. 

Henry Ford Academy: Elementary School 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.

The instructional coach will assist classroom teachers and other instructional staff to develop strategies, techniques, and capacity to effectively teach math and reading to all students.

• Supervise the implementation of adopted curriculum
• Support teachers in strengthening the effectiveness of instructional practice by observing teaching practice, identifying areas for growth and development, providing models of effective practice; providing lesson planning support
• In collaboration with the Principal and School Improvement Team, prioritize professional development needs and organize a plan for individual, group, and whole staff professional development; deliver professional development activities as needed
• Organize and direct standardized testing, including the creation of testing schedules and data analysis calendars; provide data displays for teachers and lead data analysis meetings as needed
• Serve as a member of the Leadership Team of the school; Work with other members of the Leadership Team to plan for school success and problem-solve areas of concern; Participate in needs analysis and creation of budget recommendations that support achievement of school goals and objectives
• Effectively communicate the mission of HFA: Elementary School to students, staff, parents and community members
• Take an active role in the strategic planning for the school by serving as a member of the School and/or District Improvement Team
• Performs other related duties as assigned by the principal for the purpose of ensuring the effective and efficient functioning of the job of the instructional coach
• Research and provide content knowledge resources to staff

Minimum Qualifications:

• Be at least 21 years of age
• Must possess a Bachelor’s Degree and a minimum of 3 years teaching experience at the elementary school level, 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.
• Have the willingness to assume any responsibilities appropriate for the position; expected to perform with a high level of professionalism

Minimum Requirements:

• An evident commitment to holding all students to high expectations for academic and personal success
• Significant experience working with urban children and their families
• Candidates should be comfortable operating in a flexible, self-directed and fast-paced work environment

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. 

HFA: Elementary School 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.

As a member of a high performing instructional team, our elementary school physical education teacher helps to establish and sustain a school culture and learning environment that supports all students in meeting high expectations for personal and academic achievement through a variety of professional activities:  use of research-based best instructional practices, implementation of the HFA model curriculum framework, development of strong relationships with students and their families, development of community partnerships, participation in professional development, participation in school-related and student-centered activities, completion of all professional obligations.

ESSENTIAL FUNCTIONS:

Teaching and Learning

• Take full responsibility for students’ learning
• Implement the HFA model curriculum framework through the unit and daily lesson plans and learning tasks
• Incorporate HFA selected best practices in lesson design, instructional strategies, and assessment
• Enhance relationships with students and the overall classroom and school experience by supporting and participating in school 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 

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 focus on and reinforcement of Public School in a Public Space and Work Place as the Learning Space
• Provide a consistent emphasis on and support for college and career exploration and preparation through both formal and informal student events and activities
• Facilitate a strong and effective Forum experience for students
• Be an active contributor in the shared decision-making process at the team and whole school level

Community Partnerships

• Establish and maintain strong connections with community-based organizations, cultural institutions, local and city-wide businesses
• Consistent integration of community resources from those partnerships
• Establish and maintain regular, personal contact with families and caregivers

Curriculum

• Collaborate with the leadership team to develop inter-disciplinary themes and learning experiences specific to HFA
• Develop specific daily lesson plans that align with the HFA model curriculum framework

Professional Development

• 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 and Induction
• Collaborate to develop specific strategies to recruit students each year
• Participate in planned activities to introduce the school to potential families
• Collaborate with the leadership team to update and implement incoming student orientation program and family workshops

Professional Obligations

• Meet all obligations as set out in the HFA Staff Handbook
•  Bachelor’s Degree.  MUST have relevant Michigan Teaching Certification in physical education and be highly qualified for the position.  Experience in education, target academic content area, 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 elementary schools that face instructional and material challenges is critical as is significant expertise in working with urban families, developing community partnerships and collaborative decision-making and leadership.  Candidates should be comfortable working 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.

Duties:

• Follows the lesson plan(s) left by the teacher for whom he/she is substituting in accordance with district’s philosophy, goals, and objectives.
• Maintains as fully as possible the established routines and procedures of the school and classroom where assigned.
• Meets and instructs assigned classes in the locations and at the times designated.
• Establishes and maintains order in the classroom.
• Maintains a classroom environment conducive to effective learning.
• Establishes a climate that promotes fairness and respect.
• Takes all necessary and reasonable precautions to protect students, materials, equipment, and facilities.
• Corrects any student papers assigned during the day.
• Places students’ paper(s) in regular teacher’s desk.
• Returns instructional materials and equipment to proper place.
• Supervises the dismissal of students according to established building procedures.
• Conducts oneself in a business like and task-oriented manner.
• Uses positive verbal and non-verbal skills that enhance learning.
• Models non-discriminatory practices in all activities.
• Participates in all school-wide activities
• Maintains confidentiality of all information concerning students, staff, or parent/guardian in any public setting.
• Assists in upholding and enforcing school rules, administrative regulations, and School Board policies.

ESSENTIAL FUNCTIONS

• Provide behavioral and academic support based on student Individualized Education Plan (IEP)

• Maintain daily documentation logs and records updating student progress

• Provide supplementary instruction under the direction and guidance of the general and special education teacher

• Support student success and the culture of the school by implementing specific behavior support and management practices

• Meet all obligations as set out in the HFA Staff Handbook

PREFERRED FUNCTIONS

• Knowledge of Autism Spectrum Disorder

• Experience working with students diagnosed with Autism Spectrum Disorder or students in the special education setting

  Experience with behavior tracking systems of support

• Be at least 18 years of age
• Have completed at least two years of study at an institution of higher education [defined as completion of 48 semester hours (or equivalent trimester hours) of college coursework or an applicable number of semester hours as defined by the institution of higher education attended, whichever is less; or Have obtained an associate’s (or higher) degree; or Have met a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment – Knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or Knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.

• Have demonstrated the ability to work effectively under the direction of others

• Have the willingness to assume any responsibilities appropriate for the position

• Behave and speak in a professional manner

• An evident commitment to holding all students to high expectations for academic and personal success

• Significant experience working with urban children and their families

• Candidates should be comfortable operating in a flexible, self-directed and fast-paced work environment

   

  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 another 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.

ESSENTIAL FUNCTIONS: 

Teaching and Learning— 

• Take full responsibility for students’ learning 
• Implement the HFA model curriculum framework through the unit and daily lesson plans and learning tasks 
• Incorporate HFA selected best practices in lesson design, instructional strategies, and assessment 
• Work closely with a teaching partner and grade-level team to develop and implement inter-disciplinary 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 

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 focus on and reinforcement of Public School in a Public Space and Work Place as the Learning Space 
• Provide a consistent emphasis on and support for college and career exploration and preparation through both formal and informal student events and activities, as well as the College and Career Readiness Report Card 
• Provide a consistent emphasis on and support for the Senior Mastery Process and Senior Transitions College Portfolio work 
• Facilitate a strong and effective Forum experience for students and Forum Partners 
• Provide active instructional support through Academic Coaching 
• Be 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
• Consistent integration of community resources from those partnerships 
• Establish and maintain regular, personal contact with families and student caregivers 

Curriculum Adaptation— 

• Collaborate with the leadership team and curriculum adaptation team to develop inter-disciplinary themes and learning experiences specific to HFA: SCS 
• Develop course specific daily lesson plans that align with the HFA Model Curriculum Framework under the guidance of the Instructional Coach and HFLI 
• Participate actively with teams to develop a resource bank of College for Creative Studies and Detroit specific community assets 
• Develop Art and Design specific electives that further the HFA model objectives for students 

Professional Development— 

• Participate actively in professional development workshops and sessions provided by HFA: SCS, the HFA Network of Schools, and the College for Creative Studies 
• 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 and Induction— 

• Collaborate to develop specific strategies to recruit students each year 
• Participate actively in planned activities to introduce the school to potential families and students 
• Collaborate with the leadership team to update and implement incoming student orientation program and family workshops (Supported Transition for Educational Progress=STEP) 

Professional Obligations— 

• Meet all obligations as set out in the HFA Staff Handbook 

REPORTS TO:   Principal 

MUST have a Bachelor’s degree, relevant Michigan Certification and be highly qualified for the position. Experience in education, target academic content area 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 secondary schools that face instructional and material challenges is critical as is significant expertise in working with urban families, 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 another legally protected status.

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.

ESSENTIAL FUNCTIONS: 

Teaching and Learning— 

· Take full responsibility for students’ learning 

· Implement the HFA model curriculum framework through the unit and daily lesson plans and learning tasks 

· Incorporate HFA selected best practices in lesson design, instructional strategies, and assessment 

· Work closely with a teaching partner and grade-level team to develop and implement inter-disciplinary 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 

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 focus on and reinforcement of Public School in a Public Space and Work Place as the Learning Space 

· Provide a consistent emphasis on and support for college and career exploration and preparation through both formal and informal student events and activities, as well as the College and Career Readiness Report Card 

· Provide a consistent emphasis on and support for the Senior Mastery Process and Senior Transitions College Portfolio work 

· Facilitate a strong and effective Forum experience for students and Forum Partners 

· Provide active instructional support through Academic Coaching 

· Be 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 

· Consistent integration of community resources from those partnerships 

· Establish and maintain regular, personal contact with families and student caregivers 

Curriculum Adaptation—  

· Collaborate with the leadership team and curriculum adaptation team to develop inter-disciplinary themes and learning experiences specific to HFA: SCS 

· Develop course specific daily lesson plans that align with the HFA Model Curriculum Framework under the guidance of the Instructional Coach and HFLI 

· Participate actively with teams to develop a resource bank of College for Creative Studies and Detroit specific community assets 

· Develop Art and Design specific electives that further the HFA model objectives for students 

Professional Development—  

· Participate actively in professional development workshops and sessions provided by HFA: SCS, the HFA Network of Schools, and the College for Creative Studies 

· 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 and Induction— 

· Collaborate to develop specific strategies to recruit students each year 

· Participate actively in planned activities to introduce the school to potential families and students 

· Collaborate with the leadership team to update and implement incoming student orientation program and family workshops (Supported Transition for  Educational Progress=STEP) 

Professional Obligations— 

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

REPORTS TO: Principal 

Bachelor’s degree. MUST have relevant Michigan Certification and be highly qualified for the position. Experience in education, target academic content area 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 secondary schools that face instructional and material challenges is critical as is significant expertise in working with urban families, 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.

ESSENTIAL FUNCTIONS: 

Teaching and Learning— 

· Take full responsibility for students’ learning 

· Implement the HFA model curriculum framework through unit and daily lesson plans and learning tasks 

· Incorporate HFA selected best practices in lesson design, instructional strategies and assessment 

· Work closely with a teaching partner and grade-level team to develop and implement inter-disciplinary 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 

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 focus on and reinforcement of Public School in a Public Space and Work Place as the Learning Space 

· Provide consistent emphasis on and support for college and career exploration and preparation through both formal and informal student events and activities, as well as the College and Career Readiness Report Card 

· Provide consistent emphasis on and support for the Senior Mastery Process and Senior Transitions College Portfolio work 

 · Facilitate a strong and effective Forum experience for students and Forum Partners 

· Be 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 

· Consistent integration of community resources from those partnerships 

· Establish and maintain regular, personal contact with families and student care-givers 

Curriculum Adaptation— 

· Collaborate with leadership team and curriculum adaptation team to develop inter-disciplinary themes and learning experiences specific to HFA:SCS 

 · Develop course specific daily lesson plans that align with the HFA Model Curriculum Framework under the guidance of the Instructional Coach and HFLI 

· Participate actively with teams to develop resource bank of College for Creative Studies and Detroit specific community assets 

 · Develop Art and Design specific electives that further the HFA model objectives for students 

Professional Development— 

· Participate actively in professional development workshops and sessions provided by HFA:SCS, the HFA Network of Schools, and the College for Creative Studies 

· 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 and Induction— 

· Collaborate to develop specific strategies to recruit students each year 

· Participate actively in planned activities to introduce school to potential families and students 

· Collaborate with leadership team to update and implement incoming student orientation program and family workshops (Supported Transition for Educational Progress=STEP) 

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

REPORTS TO:   Principal 

Bachelor’s degree. MUST have relevant Michigan Certification and be highly qualified for the position. Experience in education, target academic content area 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 secondary schools that face instructional and material challenges is critical as is significant expertise in working with urban families, 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.

ESSENTIAL FUNCTIONS: 

Teaching and Learning— 

· Take full responsibility for students’ learning 

· Implement the HFA model curriculum framework through unit and daily lesson plans and learning tasks 

· Incorporate HFA selected best practices in lesson design, instructional strategies and assessment 

· Work closely with a teaching partner and grade-level team to develop and implement inter-disciplinary 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 

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 focus on and reinforcement of Public School in a Public Space and Work Place as the Learning Space 

· Provide consistent emphasis on and support for college and career exploration and preparation through both formal and informal student events and activities, as well as the College and Career Readiness Report Card 

· Provide consistent emphasis on and support for the Senior Mastery Process and Senior Transitions College Portfolio work 

· Facilitate a strong and effective Forum experience for students and Forum Partners 

· Provide active instructional support through Academic Coaching 

· Be 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 

· Consistent integration of community resources from those partnerships 

· Establish and maintain regular, personal contact with families and student care-givers 

Curriculum Adaptation— 

· Collaborate with leadership team and curriculum adaptation team to develop inter-disciplinary themes and learning experiences specific to HFA:SCS 

· Develop course specific daily lesson plans that align with the HFA Model Curriculum Framework under the guidance of the Instructional Coach and HFLI 

· Participate actively with teams to develop resource bank of College for Creative Studies and Detroit specific community assets 

· Develop Art and Design specific electives that further the HFA model objectives for students 

Professional Development— 

· Participate actively in professional development workshops and sessions provided by HFA:SCS, the HFA Network of Schools, and the College for Creative Studies 

· 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 and Induction— 

· Collaborate to develop specific strategies to recruit students each year 

· Participate actively in planned activities to introduce school to potential families and students 

· Collaborate with leadership team to update and implement incoming student orientation program and family workshops (Supported Transition for Educational Progress=STEP) 

Professional Obligations— 

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

REPORTS TO:   Principal 

MUST have a Bachelor’s degree, relevant Michigan Certification and be highly qualified for the position. Experience in education, target academic content area 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 secondary schools that face instructional and material challenges is critical as is significant expertise in working with urban families, 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.

ESSENTIAL FUNCTIONS:

Teaching and Learning

·       Take full responsibility for students’ learning

·       Implement the HFA model curriculum framework through unit and daily lesson plans and learning tasks

·       Incorporate HFA selected best practices in lesson design, instructional strategies, and assessment

·       Enhance relationships with students and the overall classroom and school experience by supporting and participating in school 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

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 focus on and reinforcement of Public School in a Public Space and Work Place as the Learning Space

·       Provide consistent emphasis on and support for college and career exploration and preparation through both formal and informal student events and activities

·       Facilitate a strong and effective Forum experience for students

·       Be an active contributor in the shared decision-making process at the team and whole school level

Community Partnerships

·       Establish and maintain strong connections with community-based organizations, cultural institutions, local and city-wide businesses

·       Consistent integration of community resources from those partnerships

·       Establish and maintain regular, personal contact with families and caregivers

Curriculum

·       Collaborate with leadership team to develop inter-disciplinary themes and learning experiences specific to HFA: SCS

·       Develop specific daily lesson plans that align with the HFA model curriculum framework under the guidance of Instructional Coaches and DCI

·       Participate actively with teams to develop resource bank of College for Creative Studies and Detroit specific community assets

·       Design Art and Design specific electives that further the HFA model objectives for students

Professional Development

·       Participate actively in professional development workshops and sessions provided by HFA: SCS, the HFA Network of Schools and the College for Creative Studies

·       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 and Induction

·       Collaborate to develop specific strategies to recruit students each year

·       Participate in planned activities to introduce school to potential families

·       Collaborate with leadership team to update and implement incoming student orientation program and family workshops

Professional Obligations

0·       Meet all obligations as set out in the HFA Staff Handbook

Bachelor’s Degree.  MUST have relevant Michigan Teaching Certification and be highly qualified for the position.  Experience in education, target academic content area 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 secondary schools that face instructional and material challenges is critical as is significant expertise in working with urban families, developing community partnerships and collaborative decision-making and leadership.  Candidates should be comfortable working in a flexible, self-directed and fast-paced work environment.  Experience I an entrepreneurial educational environment is highly desired.

ESSENTIAL FUNCTIONS: 

Teaching and Learning— 

· Take full responsibility for students’ learning 

· Implement the HFA model curriculum framework through unit and daily lesson plans and learning tasks 

· Incorporate HFA selected best practices in lesson design, instructional strategies and assessment 

· Work closely with a teaching partner and grade-level team to develop and implement inter-disciplinary 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 

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 focus on and reinforcement of Public School in a Public Space and Work Place as the Learning Space 

· Provide consistent emphasis on and support for college and career exploration and preparation through both formal and informal student events and activities, as well as the College and Career Readiness Report Card 

· Provide consistent emphasis on and support for the Senior Mastery Process and Senior Transitions College Portfolio work 

· Facilitate a strong and effective Forum experience for students and Forum Partners 

· Provide active instructional support through Academic Coaching 

· Be 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 

· Consistent integration of community resources from those partnerships 

· Establish and maintain regular, personal contact with families and student care-givers 

Curriculum Adaptation— 

· Collaborate with leadership team and curriculum adaptation team to develop inter-disciplinary themes and learning experiences specific to HFA:SCS 

· Develop course specific daily lesson plans that align with the HFA Model Curriculum Framework under the guidance of the Instructional Coach and HFLI 

· Participate actively with teams to develop resource bank of College for Creative Studies and Detroit specific community assets 

· Develop Art and Design specific electives that further the HFA model objectives for students 

Professional Development— 

· Participate actively in professional development workshops and sessions provided by HFA:SCS, the HFA Network of Schools, and the College for Creative Studies 

· 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 and Induction— 

· Collaborate to develop specific strategies to recruit students each year 

· Participate actively in planned activities to introduce school to potential families and students 

· Collaborate with leadership team to update and implement incoming student orientation program and family workshops (Supported Transition for Educational Progress=STEP) 

Professional Obligations— 

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

The Middle School Learning Specialist is responsible for identifying children with special needs and/or learning disabilities, working with students with disabilities individually, in groups, or within their classroom, working with teachers to identify best practices for differentiated instruction, and designing and implementing Individual Education Plans for students. In addition, the Middle School Learning Specialist shall collect, review, update and securely store student files; convene IEP/IEPT meetings and annual reviews.

ESSENTIAL FUNCTIONS:

Student Achievement --

• Plan a program of study that meets the individual needs, interests, and abilities of the students
• Assist in establishing curricular objectives and the development of the comprehensive plan for the implementation and evaluation of the objectives
• Implement a differentiated curriculum that is aligned with state standards and school goals
• Focus staff on student performance through the monitoring of teacher grade books and data for special needs students
• Assist teachers in the creation and implementation of differentiated instruction for students who are struggling 
• Ensure that teachers set clear, measurable, attainable and rigorous performance goals for their individual students and classes as a whole 
• Plan and co-teach with individual teachers as needed

Teacher/Staff Development and Accountability

• Write and review reports according to the law and submit all documentation required by HFA: SCS and Michigan State and National agencies and departments
• Meet deadlines for submitting required documentation
• Assist teacher with the implementation of the school curriculum
• In collaboration with administration, participate in the training of new staff around special education laws
• Lead in the design and advertisement of professional development opportunities for the whole staff and individual staff members
• Attend leadership meetings and provide guidance on special education related issues
• When necessary, provide one-on-one coaching to teachers so that their students can achieve high standards
• Keep up to date with current educational research on curriculum and instruction 
• Manage all aspects of student database relative to Special Education

Operations and Compliance

• Coordination and administration of standardized testing materials
• Initiate the requisition of appropriate curricular materials for the school
• Assist in the management of student database, school records, and school reports
• Keep up with changes that are made to the Michigan state and National educational standards
• Facilitate all manifestation hearings

School Environment

• Promote high academic standards for all students
• Together with HFA: SCS staff, plan and facilitate Forum activities/curriculum
• Maintain a high level of professionalism and promote the same level of professionalism for other staff members
• Create an open line of communication with the faculty/staff to promote a positive, collegial atmosphere
• Serve as a model for the staff for effective student discipline by personally demonstrating the persistence, insistence, and consistence necessary to inspire positive behavior

Parent and Community Relations

• Monitor staff communication with parents i.e. phone calls, letters, mailings, etc.
• Assist administration in promoting the participation of students, parents and staff in school initiated activities
• Communicate with parents frequently about the progress and needs of students

Leadership

• Effectively communicate the mission of HFA: SCS to students, staff, parents and community members
• Provide mentoring for new and current staff
• Work with the leadership team to problem solve all major areas of school concern
• Assist administration with projects as requested
• Supervise breakfast and lunch as needed
• Meet all obligations as set out in the HFA Staff Handbook'

QUALIFICATIONS:

• Bachelor’s degree or higher 
• Valid Michigan teacher certification with Special Education endorsement
• Experience working with students with various learning disabilities and special needs
• Experience working with students who have been educationally underserved
• Commitment to the mission of HFA: SCS 

 REPORTS TO: Principal