Second Grade - Erickson Elementary
Position Title: 2nd Grade Elementary Teacher
Building: Erickson Elementary School
Reports to: Building Principal and/or designee
Salary: Per negotiated contract
- Bachelor’s Degree or higher in Education
- Valid Michigan Teaching Certificate in area of application
Ypsilanti Community Schools is a small urban district conveniently centered around the major freeways (I-94 & US-23) within 5 minutes of Eastern Michigan University, 15 minutes from the University of Michigan. We have approximately 3,900 students, 3 Early Childhood Learning Centers, 1 International Baccalaureate with Prek-5, 3 Elementaries, 1 Middle School, and 1 High School which features 2 programs within the building STEM and AC Tech, and 1 Alternative Education building (ACCE). YCS is a systemic reconfiguration Blueprint District which aims to dramatic improve student learning in short amount of time anchoring a culture of collective responsibility that is collegial, collaborative, and professional. It aims to ground a safe orderly and respectful environment for all students that promotes excellence.
The classroom teacher will be responsible for planning and implementing high-quality instruction to all students. He or she will use a variety of methodologies and curriculum resources to ensure that all students meet grade level content expectations.
- Deliver engaging high-quality instruction to all students;
- Utilize a variety of researched-based instructional techniques, strategies, and methods;
- Implement a tiered system of instruction within the classroom to meet the needs of all students;
- Hold ongoing instructional-specific conversations focused on improving student learning;
- Collaborate to create and execute clear, logical instructional plans that produce strong results in student learning;
- Integrate technology in instruction, planning, and communication;
- Coordinate instruction within and across grade levels;
- Demonstrate successful teaching techniques and classroom management skills as defined by the District’s evaluation tool;
- Create a learning environment that is conducive for learning;
- Design a physical environment that uses classroom space, walls and room arrangement to support effective learning and communication;
- Build meaningful, caring relationships with students;
- Motivate students and influence their behaviors;
- Use appropriate tone and language when redirecting students;
- Actively participate in the teaching for learning cycle which requires analyzing data, completing action plans, delivering re-teach lessons and reflecting on the instructional learning cycle;
- Participate and adhere to all specialized student plans i.e. Individual Educational Plans (IEPs), 504, Behavior Plans, etc.
- Utilize the multi-tiered system of support to identify and address barriers to learning;
- Design and utilize formative assessments to modify and adjust instruction on a daily basis;
- Collect and analyze data to inform instructional decisions;
- Contribute to a professional environment that is one of mutual respect, teamwork, and accountability;
- Adheres to the District’s and School’s policies, expectations, and protocols as outlined in the District’s Policies and Procedures Manual and School’s Procedures Manual.
Required Competencies & Skills:
- Achieve results by taking risks and reflecting and acting on lessons learned;
- Maintain his/her drive for results by demonstrating persistence, directness, and the ability to monitor and plan ahead;
- Possess the aptitude to discuss subject-specific content instruction and the drive to try out new ideas to improve student learning;
- Achieve outstanding student achievement results in a short amount of time;
- Strong attention to detail;
- Strong analytical, critical thinking and problem-solving skills;
- Ability to build strong interpersonal relationships and work effectively in a collaborative environment;
- Possess a track record of leadership, integrity, initiative, curiosity, and perseverance;
- Ability to communicate effectively (verbal and written), interpret policy and procedures, maintain emotional control under stress;
- Desire to continuously learn and increase effectiveness as a professional;
- Excellent computer skills, including Microsoft Word, Powerpoint, Excel, and the Google Suite;
- Express a commitment to the relentless pursuit of increasing student learning; and
- Ability to skillfully challenge the status quo.
As a Blueprint district, we are seeking a turnaround teacher that is committed to leading the systemic reconfiguration of the district at the classroom level, while sustaining the organization’s sense of urgency in realizing dramatic improvement in student and teacher performance in a short amount of time.
Qualified candidates should skillfully demonstrate the following turnaround competencies:
• the ability to prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change;
• the strong desire to achieve outstanding results in a short amount of time;
• the strong desire and ability to build meaningful, care relationships with students in order to exert
academic press and influence;
• the skill and willingness to leverage the student support network to ensure that students’ social, emotional, nutritional, and health needs are addressed;
• the ability to collaboratively create and execute clear, logical instructional plans that produce strong results in student learning;
• the capacity to rigorously create and sustain a well-orchestrated system of ongoing data collection and analysis to inform a continuously responsive and adaptive system of tiered instruction attentive to students’ specific academic needs;
• the capacity to align curriculum, instruction, and assessments while responding to individual needs of students;
• the ability to seek out knowledgeable peers, coaches, or administrators for instructional support in the never ending quest to deliver the vision of high quality subject-specific instruction in every class period every day.
The Board of Education does not discriminate on the basis of race, color, national origin, immigration status, sex (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any legally protected category not otherwise listed, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.