ORGANIZATION: DOWNTOWN DENVER EXPEDITIONARY SCHOOL (DDES)
POSITION: Literacy Intervention Teacher (.8 to 1.0 possible) – LOCATION: DENVER, COLORADO REPORTS TO: Principal DATE POSTED: June 29, 2017
ORGANIZATION OVERVIEW The Downtown Denver Expeditionary School (DDES) is a Denver Public School charter K-‐5 elementary. DDES was founded by a group of parents, community members and business leaders seeking a high-‐performing Expeditionary Learning (EL) school to primarily serve a diverse range of families who live, work, or learn in downtown Denver. DDES is part of a national network of almost 200 schools that work together with EL to challenge students to think critically and take active roles in their classrooms and communities, resulting in higher achievement and greater engagement in school.
POSITION OVERVIEW The literacy interventionist teacher works with crew leaders, administration, specialists, and other DDES staff to support students in a manner that is true to the principles of Expeditionary Learning and the mission and vision of Downtown Denver Expeditionary School. The lead dispositions of the ideal candidate
Primary Responsibilities * Administer screening, diagnostic, and progress monitoring assessments * Analyze student data to determine student profile needs, and for making instructional placement and instructional focus decisions * Identify students with significant reading difficulties per CO READ Act and write READ Plans using diagnostic assessment data. * Design and implement targeted interventions to small groups of at-‐risk students (K-‐5; strategic and intensive) using scientifically-‐based reading instruction. *Adapt teaching methods and instructional methods to meet students’ varying needs and interests. *Communicate with parents/guardians, crew leaders, specialists, counselors, and administrators. Preferred Qualifications Deep knowledge of essential components of reading Certified to teach English Language Development Knowledge of El Education 1) Curriculum and Instruction
• Establish a culture of high expectations for all students • Collaborate with crew leaders to design and deliver instruction for literacy intervention that supports the
learning expedition and meets individual students’ needs • Provide students and their families with regular and timely information on learning and students progress. • Maintain appropriate student data and other records and submit reports as required by school, district, state
and federal guidelines • Implement the Response To Intervention (RTI) model for both student behavior and academic needs
• Participate in weekly SIT (Student Intervention Team) meetings and support implementation of intervention strategies.
• Identify unique student needs and collaborate with other team members and outside service providers to diagnose and address learning challenges
• Support and participate in fieldwork • Support crew leaders in developing fieldwork that is accessible to all students at DDES.
2) Active Pedagogy • Consistently use instructional practices that are engaging and promote equity, high expectations and high levels of
achievement • Help students understand, reflect on, and take responsibility for their own learning • Communicate effectively with parents as necessary via phone calls, email, and in-‐person meetings
3) Culture and Character
• Lead with the dispositions of flexibility, collaboration, and problem solving. • Commitment to character is fostered through challenging work as well as the expectation that students are
courteous and respectful • Foster a safe, respectful, and orderly community by communicating clear expectations for students’ conduct in class
and by utilizing practices that encourage students to take responsibility for their actions, learning, shared space and shared materials
• Make use of effective classroom management practices and communicate with parents as to behavioral issues as they arise
• Make families welcome, know them well, engage them actively in the life of the school, and communicate regularly with them
5) Professionalism and School Leadership
• Participate in weekly professional development with DDES crew. • Support DDES staff community courtesies • Identify areas for personal professional development and take responsibility to research or ask for staff
development opportunities to develop these areas • Attend DPS district network meetings and professional development opportunities as needed • Follow expected timelines • Respond to requests for feedback and/or information in a timely manner • Be prompt for school, meeting and supervision responsibilities
HIRING PROCESS
DDES engages in an extensive recruiting and vetting process in order to identify optimal candidates. Our process may involve initial and secondary resume review, phone interviews, in-‐person interviews, simulation leadership lessons, group interviews, board interviews, and background and reference checks. To initiate the process, please provide the following materials via email:
1) Submit all requested materials to [email protected] • In your subject line, include “Literacy Intervention” and “Your Name.” • All materials must be submitted electronically in PDF format only.
2) Send your resume with a cover letter that addresses the following question: Why are you interested in the Literacy Intervention position at DDES – and how do your experience, interests, and skills make you a strong candidate?
3) This position is open until filled. We anticipate an accelerated hiring process.
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