Grades 3 Elementary Teacher ANTICIPATED – Vermont

Sharon Elementary School is a Pre-k-6 school located in Sharon, Vermont.  We are committed to building a community of learners. Our motto is “The People Caring School.”  We are currently seeking a licensed elementary teacher in grade 3 to join our faculty for the 2019-2020 school year.  The candidate shall possess the following:

  • A current Vermont Teacher certification in Elementary Education.  Additional endorsements preferred.
  • Experiences working with elementary students.
  • Demonstrates the ability to collaborate with colleagues.
  • Demonstrates the ability to communicate with students and parents.
  • Proven classroom management skills and instructional strategies.
  • Ability to integrate technology in the classroom.

Qualified candidates can apply on-line at School Spring.com (Job Id# 3109451) or directly to the school at the address listed below.

Deadline:  Posted until filled.

Questions may be addressed to:

Barrett Williams

Principal

Sharon Elementary School

802-299-5100

Elementary Teacher (Reposted) – Vermont

First Branch Unified School District at Chelsea Public School is a K-8 school located in Chelsea, Vermont.  We are committed to building a community of learners whose motto is “Learning, Community, Respect.”  We are currently seeking a licensed elementary teacher for intermediate elementary grades 3-4-5 to join our faculty for the 2019-2020 school year.  The candidate shall possess the following:

  • A current Vermont Teacher certification in Elementary Education.  Additional endorsements preferred.
  • Experiences working with elementary students.
  • Demonstrates the ability to collaborate with colleagues.
  • Demonstrates the ability to communicate with students and parents.
  • Proven classroom management skills and instructional strategies.
  • Ability to integrate technology in the classroom.
  • Familiarity with Bridges Mathematics and Fountas & Pinnell Materials and Assessments preferred.

Qualified candidates please apply on-line at School Spring.com (Job Id #3113392)

Deadline:  July 5, 2019

Please visit our website at www.chelseaschoolvt.org.  Questions may be addressed to:

Mark A. Blount

Principal

Chelsea Public School

6 School Street

Chelsea, VT  05038

mblount@wrvsu.org

Middle School (Grades 6-8) Math Teacher (Re-posted) – Vermont

The First Branch Unified District serves the communities of Chelsea and Tunbridge, Vermont.  At the Chelsea Public School, we are currently seeking a licensed grades 6-8 middle school math teacher to join our faculty for the 2019-2020 school year.  The Chelsea Public School is committed to building a community of learners whose motto is “Learning, Community, Respect.” The candidate shall possess the following:

  • A current Vermont Teacher certification in Middle Grades Math.
  • Ability to take coursework and be provisionally licensed for social studies.
  • Knowledge of the Common Core.
  • Demonstrates the ability to collaborate with colleagues.
  • Demonstrates the ability to communicate with students and parents.
  • Demonstrates knowledge of the math and social studies content areas.
  • Ability to integrate technology in the classroom.

Qualified candidates please apply online at SchoolSpring (Job Id #3112469)

Please visit our website at www.chelseaschoolvt.org.  Questions may be addressed to:

Mark A. Blount

Principal

First Branch Unified District/Chelsea Public School

6 School Street

Chelsea, VT  05038

(802)685-4551

mblount@wrvsu.org

Deadline:  July 9, 2019

Art Teacher Opening – The Newton School – Vermont

The mission of the Newton School is “To develop each child’s potential for academic success, engagement and overall well-being. Through this process, we will enrich each child’s education with community involvement, collaboration and outreach.


The Newton School is currently seeking a .3 FTE Art Teacher position for the 2018-2019 school year. Applicants must hold current certification in Vermont or have a plan for obtaining their license.


Please send a cover letter, resume, proof of Vermont licensure and three letters of reference to the principal of the Newton School, Greg Bagnato.


Starting Date: August 1, 2019
Application Deadline: Posted until Filled

Spanish Teacher Job – Newton School Vermont

The mission of the Newton School is “To develop each child’s potential for academic success, engagement and overall well-being. Through this process, we will enrich each child’s education with community involvement, collaboration and outreach.


The Newton School is currently seeking a .4 FTE Spanish Teacher for the 2019-2020 school year. Work schedule is flexible, but is planned to be 4 hours a day 4 days a week. At Newton School Spanish is mandatory for all 5th and 6th graders (multi-aged 2 year curriculum). 7th and 8th graders currently take Spanish (by grade level) as an academic elective, but most students take it. Applicants must hold
current certification or illustrate the ability to obtain a provisional license in Vermont.


Please send a cover letter, resume, transcripts, proof of Vermont licensure and three letters of reference to the principal of the Newton School, Greg Bagnato.

Starting Date: August 1, 2019
Application Deadline: Posted until Filled

Proof School – Intern in Mathematical Sciences

Proof School invites applications for an internship position beginning in July 2019. Proof School is an independent school in San Francisco that provides a liberal arts education for students in grades six to twelve who love math.

Interns at Proof School have the opportunity to work with some of the most mathematically talented and motivated students in the San Francisco Bay Area within the setting of a small school community.The internship position involves a combination of assisting math faculty in the classroom, developing and leading lessons, engaging in the full life of the school, and using open time to pursue their own mathematical studies. Compensation for a 2019-20 Proof School internship is set at $48,018. Individuals must hold a college degree by the time of employment and be 25 years old or younger to be eligible for an internship. The duration of an internship ordinarily lasts for one year, with an option to extend the internship by one additional year as appropriate.

To apply for an internship position at Proof School, follow these steps.

1. Send an email message to work@proofschool.org indicating your interest in the position. This message should explain why you anticipate that it would be rewarding to work with middle and high school students, why you enjoy mathematics as a subject, and what directions you feel that your career might take and how an internship at Proof School would support them.

2. Attach a CV listing educational background, degrees earned or expected, any teaching experience gained, other relevant experience with middle or high school students, names and contact info of two references we may speak with, and any further information desired.

Completed applications will be acknowledged via an email. Proof School will review applications as they are received and continue until the position is filled; we anticipate meeting candidates during April, May and June of 2019. Candidates are welcome to contact Proof School to determine whether the position is still open or if their plans for employment change after they have submitted an application

Long Term Substitute Teacher Position – Boston Public Schools

THIS IS A LONG TERM SUB POSITION that is expected to start on 2/25/2019 and end on 6/3/2019.

Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub please refer to our website (http://bostonpublicschools.org/Page/1095).

Boston Public Schools seeks an exceptional SPECIAL EDUCATION/SEVERE DISABILITIES AUTISM TEACHER who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter.  In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.  BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.

Reports to:  Principal/Headmaster

Responsibilities:

Teach:  Special Education Classroom

CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:

  1. Accountability for Student Achievement

(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)

  • Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effort
  • Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
  • Passionate and optimistic about their students, their content, and the teaching profession
  1. Communicating Content Knowledge

(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)

  • Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires
  • Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards
  • Can convey content in creative and engaging ways that align to standards
  1. Equitable & Effective Instruction

(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)

  • Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work
  • Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
  • Builds a productive learning environment where every student participates and is valued as part of the class community
  1. Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

  • Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected
  1. Parent/Family Engagement

(III-A-1. Parent/Family Engagement)

  • Engages with families and builds collaborative, respectful relationships with them in service of student learning
  1. Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)

  • Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
  • Seeks to participate in and contribute to a collaborative adult learning community.

QUALIFICATIONS – REQUIRED:

  1. Hold a Massachusetts Teaching License in Severe Disabilities (All Levels).
  2. Meet  all state and federal guidelines in order to be fully licensed and “Highly Qualified”.
  3. Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.
  4. Hold a Bachelors degree
  5. Current authorization to work in the United States – Candidates must have such authorization by their first day of employment.

QUALIFICATIONS – PREFERRED:

  1. Experience teaching in urban schools.

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.