In the Empowerment Zone, we are a team passionate and focused on making real transformation in our schools on the West Side of South Bend, Indiana. We are working in service to our students; 41% who are African-American/Black, 39% who are Latino, and 78% who receive free/reduced lunch. Elementary intervention teachers are critical to us providing every child in the Empowerment Zone with an education that “cultivates the greatness that exists within each child to confidently pursue their dreams in our city, nation, and world.” Intervention teachers will support the acceleration of learning for children who are struggling in literacy and/or math through targeted instruction focused on student needs. Next year, we commit to provide intervention/enrichment to all children during a whole school intervention block. We also commit to provide targeted intervention to every child who is below grade level in reading and math. We are seeking teachers who are interested in helping us accomplish our vision and mission: Our Vision We are a system of schools that eliminates academic and social-emotional opportunity gaps and cultivates the greatness that exists within each child to confidently pursue their dreams in our city, nation, and world. Our Mission We nurture the mind, body, and spirit of each child by embracing equity, learning, and change for students, staff, and families. We harness the power of community and relationships to ignite transformation. IMMEDIATE SUPERVISOR: Principal SCHOOL HOURS: Student attendance hours are from 8am-4pm, M-F; teacher work hours are from 7:30am-4:30pm, M-F COMPENSATION: Teacher salary schedule as negotiated + $10,000 stipend & opportunity for additional performance bonus stipend AVAILABLE: 2021-2022 School Year DUTIES: In the Empowerment Zone, elementary intervention teachers will: Instruction & Supervision ○ Plan and provide intervention to elementary students in literacy and/or math, using data decision-rules on student selection to determine intervention plan ○ Organize and provide small group intervention to students as part of each school’s enrichment and intervention model. ○ Hold high expectations for students and what they can accomplish.○ Provide student supervision ensuring student safety. Culture/Team ○ Provide a responsive intervention environment that speaks value to our students, including implementing trauma-sensitive strategies ○ Collaborate with school colleagues to plan, assess, and continuously improve instruction by accomplishing school-specific goals focused on continuous improvement. ○ Embrace professional learning and growth opportunities and contribute to a healthy team/school culture grounded in collaboration, high expectations, and support. ○ Examine their own biases and guard against unexamined biases that filter into harmful practices, low expectations for students, and a deficit view of students and families. ○ Engage in Empowerment Zone-wide conversations and reflections about race, class, and education. Family Partnership ○ Intentionally build/develop relationships with students and their families. ○ Partner with families to support students & regularly communicate student progress to families. In addition to the foundational duties listed above, staff at Coquillard will be expected to contribute to/nurture a school culture that focuses on: ● Being a champion for students and have high expectations for what they will do ○ Students rise to our expectations and strong relationships makes this possible ● Being committed to this work and to our students ○ This work is bigger than any one of us; your “why” needs to be solid ● Being culturally responsive and asset-based ○ Our children need us to examine our biases, analyze, and reflect on our practice. We must ensure that we view our children’s strengths ● Being solutions-oriented ○ There will be many challenges; we can solve them together ● Being adaptable ○ Turnaround work is messy and complex; rigidity and constant complaining is distracting and wastes precious energy ● Being a contributor to a healthy (not dysfunctional) team ○ Healthy teams have a foundation of trust and engage in productive (not destructive) conflict ● Being committed to growth and learning, as a professional and as a person ○ No one arrives or “knows it all”; everyone benefits from feedback and learning QUALIFICATIONS: Desired Qualifications: ● Five (5) years of effective classroom teaching experience, as demonstrated by student data ● Track record of success in accelerating children’s literacy and/or math development ● Ability or organize work and ensure follow through of scheduling and delivering high-quality small group literacy and/or math supports ● Passion for accelerating children’s literacy and/or math development Additional Qualifications and Training Preferred:● Reading Endorsement, Math Endorsement ● Reading Recovery training, Wilson Fundations training, SIPPS, and other literacy training