Springfield Public Schools
Location
Springfield, MA | United States
Job description
Grade Level: 9-11
Start Date: Immediate
Are you looking to be part of a school where teachers and administrators are energized by their work?
Are you looking for a Principal who is hugely invested in the development, diversification and fulfillment of his teachers and staff?
Do you want to be part of a joyful school with a growth mindset about all students' unlimited potential?
Do you want to join a team where 80% or more of the staff reflect the identities of the students?
Do you want to be in a school that teaches students the full truth about our American history, that explicitly teaches about systemic injustices in ways that empower students and staff to take action and make change?
At our school, we explicitly address and counteract systemic racism through our hiring practices, our culturally responsive teaching, and our professional development focused on championing students who have historically been underserved and under-resourced. We believe that equity lives in teaching rigorous grade-level content and holding students to high expectations. In our school, equity is not a slogan or a buzz word. It is an ongoing commitment to examining how we can best serve all our students (and our staff). As educators we believe that relationships with our students are the foundation on which all social and academic success is built. And, we strengthen our practice through five hours of professional learning per week, built within our 7:20-3:30 school day. Collaboration and peer to-peer learning are central to our growth as educators.
Make no mistake, this work is challenging. But done right, it is incredibly rewarding. If you are up for the challenge, join our team!
Teaching in SEZP SEZP is seeking educators who are excited and ready to make an impact in a collaborative, engaging, diverse, and high energy environment. We are seeking educators who believe teachers are activists - promising instructional access, rigor, advocacy, and a tenacious commitment to anti-racism for all students. SEZP teachers are expected to:
- Create a safe, purposeful classroom environment that prioritizes learning for all students
- Collaborate with other teachers, instructional leaders, and partners to ensure instruction is meeting the needs of all students
- Assess students regularly, analyze data, and determine appropriate next steps for instruction
- Ensure that instruction meets the needs of all students, including students with special needs, English Language Learners, and students performing below grade level
- Build relationships and communicate regularly with students and their families to solicit input and share academic progress
- Engage in learning about issues of racism, diversity, equity, and inclusion in education to examine your own biases; reflect on how those biases affect you, your students, and their families; and plan and deliver instruction in a culturally responsive way
- Participate in and learn from regular professional development opportunities before and during the school year
Junior ROTC instructor applicant must-
Possess the following attributes: - Be of good moral character and have the mental ability, positive attitude, physical appearance and condition, and neatness required for favorable representation of the program and the Army in the school and civilian community.
- Have general knowledge of course subject matter and demonstrated instructional ability.
- Demonstrate the professional ability to lead, motivate, and influence young men and women to learn and develop leadership, self-reliance and discipline, responsiveness to constituted authority, and attributes of good citizenship and patriotism.
- Be a citizen of the United States of America without ties that would reasonably influence the instructor to act in favor of a foreign country or a person bound to a country having basic or critical interests opposed to those of the United States.
- Have a military and civil record that reflects, through evaluation reports and public records, a high degree of efficiency and effectiveness, and conduct that is above reproach. Records must reflect an overall manner of performance that would compare favorably with contemporaries if on active duty.
- Possess sufficient medical, physical, and mental fitness, and be willing to perform, participate in, and supervise activities consistent with the conduct of the Junior ROTC program. Activities include, but are not limited to-
- Platform and student-centered instruction
- Conduct of drill and ceremonies
- Leadership training
- Training and events outside of normal classroom hours and over weekends.
Possess the following qualifications: - Certified by the Department of Army Service Training Command.
- Highly qualified with required competency in the appropriate content area
Duties: - Meets and instructs assigned classes in the locations and at times designated.
- Plans a program of study that, as much as possible, meets the individual needs, interest, and abilities of the students.
- Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
- Guides the learning process toward the achievement of established district curriculum goals, establishes and communicates clear objectives to the students for all lessons, units and projects.
- Prepares for classes assigned, and shows written evidence of preparation upon request of immediate supervisor as required by the teachers' contract.
- Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs of capabilities of the individuals or student groups involved.
- Strives by instruction and action to implement the district's philosophy of education, instructional goals and objectives and performance expectations.
- Assesses the accomplishments of students on a regular basis; provides progress reports as required, and communicates with parents at deemed necessary.
- Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations.
- Diagnoses the learning challenges of students on a regular basis, seeking the assistance of district specialists as required.
- Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
- Follows the SPS a code of conduct for the classroom which is consistent with established administrative policies and develops rules of classroom behavior which are enforced in a fair and just manner.
- Plans and supervises assignments for paraprofessionals, and makes written evaluations as required.
- Maintains an ongoing program of professional growth that satisfies district requirements but also satisfies personal expectations as a professional.
- Takes an active part in the contractually -approved teacher evaluation process, contributing to a mutual agreement concerning the results of that evaluation.
- Attends building and district meetings to promote communication and mutual decision making among the staff; said meetings to be held during the extended day.
- Attend established traditional school sponsored activities (e.g., Back to School Night, Open House, programs, activities) agreed upon by the building administrator and the faculty consistent with the teachers' contract.
- Contribute to the decisions made by the district and building regarding budget, facilities, curriculum, and personal well-being.
- Strives to maintain and improve professional competence.
If you meet some of the qualifications above, we encourage you to apply or to reach out for more information. We know that historically marginalized groups - including people of color, women, people from working class backgrounds, and people who identify as LGBTQ - are less likely to apply unless and until they meet every requirement for a job. Therefore, we strongly encourage applications from people with these identities or who are members of other marginalized communities.
We encourage you to reach out to
[email protected] if you have questions about the role or your qualifications. We are happy to help you feel ready to apply!
About the Springfield Empowerment Zone Partnership While Massachusetts is consistently ranked as one of the top states for education results in the country, we have one of the highest and most persistent opportunity gaps. The Springfield Empowerment Zone Partnership (SEZP) - established in 2015 as a collaboration between Springfield Public Schools (SPS), the Massachusetts Department of Elementary and Secondary Education (DESE), and the Springfield Education Association (SEA) - seeks to improve the longitudinal life outcomes of the more than 5,000 students in our eleven middle and high schools.
As a "zone" of schools within the city of Springfield, SEZP's approach draws on a deep and embedded partnership with the school district and local teachers' union, while harnessing the flexibility and innovation found in autonomous school models. As a result, each school within SEZP is accorded significant school-based autonomies - in curriculum, talent, calendar, schedule, and budget - while being held accountable for realizing achievement gains for historically marginalized students. In all of our work, SEZP is in pursuit of equity and anti-racism - acknowledging the systemic oppression our students and families encounter daily and working to disrupt these provision gaps urgently and courageously.
Nondiscrimination Statement The Springfield Public Schools does not discriminate in employment on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, ancestry, age, disability or military service or marital status. The Springfield Public Schools does not discriminate in admission to, access or treatment in its programs and activities on the basis of race, color, sex, gender identity, religion, national origin, or sexual orientation, disability or homelessness.
Title IX Notice of Nondiscrimination Springfield Public Schools does not discriminate on the basis of sex in admission, administration of its educational programs or activities or employment. Springfield Public Schools is required by Title IX and its implementing regulations at 34 C.F.R. Part 106 not to discrimination on the basis of sex in admission, administration of its educational programs or activities or employment. The Senior Administrator of Human Resources, Kathleen O'Sullivan, Springfield Public Schools, 1550 Main St. Springfield MA, 011103, 413-787-7100, ext. 55428, has been designated as the employee responsible for coordinating Springfield Public Schools efforts to comply with and carry out its responsibilities under Title IX. Inquiries concerning the application of Title IX and its implementing regulations at 34 C.F.R. Part 106 to Springfield Public Schools may be referred to Kathleen O'Sullivan or to U.S. Department of Education, Office for Civil Rights, 400 Maryland Ave., SW Washington, DC 20202-1100, telephone 800-421-3481.
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