QUALIFICATIONS REQUIREMENTS:

To perform this 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.
The following is a list of qualifications for the position, any one of which may be waived by the Board in exercising its prerogative to determine qualifications.

EDUCATION AND EXPERIENCE:

• Posses a valid Michigan Teaching Certificate
• Secondary school teaching experience required
• Experience with units of inquiry curriculum development using the International Baccalaureate unit planner strongly preferred
• Demonstrated success working with historically underachieving students and closing achievement gap(s)
• Be recognized as a collaborative instructional team member
• Demonstrated proficiency with instructional techniques such as:
• Workshop teaching methods
• Word Generation
• Reading Apprenticeship
• Project based learning including Project Lead The Way
• Text-based discussions
• Sheltered Instruction Observation Protocol (SIOP)
• Instructional uses of assessment data
• Differentiated teaching methods in all content areas including response to intervention Tier 1, Tier 2 and Tier 3 options
• Integration of content area instruction
• Have demonstrated skillfulness collecting and analyzing data for instructional purposes including report cards, NWEA, SRI, MEAP/Mi-STEP, etc.
• Have daily experience implementing Developmental Designs techniques
• Proof of COVID vaccination required

LANGUAGE SKILLS:

Read, analyze, and interpret professional journals, technical procedures, or governmental regulations
Communicate effectively and present information both in oral and in written form

OTHER SKILLS AND ABILITIES:

Interact with public and other staff as required.
Apply knowledge of current replicated research and techniques related to sensory issues.

• Work with and support the IB coordinator and principals to plan and implement the MYP program with fidelity as outlined by the IB Programme Standards and Practices
• Implement the School Improvement Plan (including Mitchell Scarlett Teaching & Learning Collaborative initiatives at Scarlett)
• Be fully conversant in the IB Programme Standards and Practices, the Learner Profile and the MYP Principles to Practice documents found at http:ib.a2schools.org
• Model inquiry thinking and problem solving during all stages of IB program development
• Assume leadership responsibilities necessary for the development of the K-12 IB program
• Participate in flexible scheduling to collaborate in development of units of inquiry
• Write MYP units of inquiry for your grade/content area(s) to address the Michigan Academic Standards as well as vertical and horizontal alignment of curriculum
• Collaborate with grade/content areas colleagues in the revision of MYP units of inquiry for your grade/content area(s) to address the Michigan Academic Standards as well as vertical and horizontal alignment of curriculum
• Document unit development using the 2014 IB unit-planning process
• Develop and implement units with Global Contexts as a context for inquiry
• Develop and implement units with opportunities, through inquiry, to participate in service as action
• Collaborate with others to integrate Approaches to Learning into units of inquiry as a vertical and horizontal progression of skills to be taught and assessed
• Collaborate with others to plan, teach, implement and assess the Personal Project in 10th grade according to the guidelines in the MYP Projects Guide
• Use the MYP assessment criteria for all units with four objectives/criteria for each subject group
• Develop and use formative assessment tasks to monitor student growth and achievement, guide instructional decisions, and evaluate the outcomes of units of inquiry
• Communicate regularly with parents, business partners and community members outside normal classroom day by means of teacher developed website, email, phone calls, conferences, etc.
• Promote IB programming in all facets of communication
• Participate in flexible scheduling to collaborate in development of units of inquiry
• Regular and reliable attendance