The purpose of this position is to help accomplish the mission of the school, which is to nurture creative, critical thinkers who contribute to the well-being of their communities. Through a place-based model of instruction that emphasizes inquiry-based learning, a connection to place, and civic action, classroom teachers provide students with the academic and social emotional tools to achieve ambitious goals and to live lives of meaning.
Boggs School teachers deliver a combination of established and self-created curriculum through collaboration and connection with students, colleagues, families, and community partners. Duties and responsibilities *Including but not limited to:
School Culture ● Familiarity with the school’s origins, including the lives and legacy of James and Grace Lee Boggs ● Familiarity with Place-Based Education and ability to discuss PBE with school community stakeholders. ● Maintain a professional relationship with all colleagues, students, parents, and community members. ● Demonstrate behavior that is professional, ethical, and responsible ● Demonstrate regular and prompt attendance ● Check and read emails at least 2x a day
Instruction, Assessment, & Planning ● Provide instruction in relevant subject matter using the Responsive Classroom method of culture-building and management ● Write and submit yearly curriculum maps, unit plans, and weekly lesson plans aligned with the common core state standards and a place-based model of instruction ● Write, deliver, and revise classroom curriculum, including classroom assessments that align with lessons ● Conduct benchmark assessments and update assessment tracker documents ● Maintain a grade book and write progress reports ● Meet at least 2x a year with families to discuss student progress ● Prepare data for special education reporting, IEP meetings, and update accommodation trackers monthly ● Provide feedback re: instructional aides to Principal for evaluation review ● Coordinate grade-specific, curricular, and/or leisure field trips ● Prepare students for the annual Community Forum (school and SEMIS-based)
Collaboration ● Attend weekly staff meetings ● Attend common planning sessions ● Participate in school improvement committees ● Develop and implement school operations systems ● Attend IEP meetings and meetings with special education coordinator ● Dinner/Dismissal Duty Professional Development ● Attend three week Summer Institute in August (training schedules may be flexible depending on training needs and available dates), including completing assigned readings ● Complete the yearly Southeastern Michigan Stewardship Coalition (SEMIS) PD cycle as specified in the Employee Handbook ● Attend trainings according to identified professional needs and training availability ● Be familiar with the school’s origins, including the lives and legacy of James and Grace Lee Boggs
Community-Building ● Attend and/or conduct family meetings no more than once a month ● Follow Responsive Classroom methods of classroom culture building and discipline ● Follow the School Code of Conduct expectations as specified in the Employee Handbook Building Maintenance & Safety ● Be familiar with all safety drills and procedures ● Follow all school safety protocols including classroom lock-up procedures, playground supervision procedures, etc.
Minimum qualifications: State of Michigan Teaching Certification for Grade Levels taught
- Must be fully vaccinated (or willing to be) against COVID-19
- Experience teaching in urban areas (with excellent recommendations from former colleagues)
- Additional subject certifications or specialized knowledge or talents e.g. Music, Foreign Language, Juggling, Sewing, etc.
Other Important characteristics: Comfort with facing ambiguity, struggling through conflict for personal and collective growth, A collaborative spirit, Humility, Flexibility, Strong organizational skills
Working conditions: The Boggs School was founded upon the premise that it is necessary to re-imagine all of our existing institutions--including schools-- in order to transform a society that has consistently failed the most vulnerable people in our country. When we approached Grace to name the school after her, she challenged us to “think beyond what we even believe is possible”. This edict creates working conditions in which we are not always sure about the answers, even to our own questions, even when those questions feel urgent. This ambiguity often causes tension and conflict that we are committed to work through as a collaborative team. That requires a desire to build healthy communication skills, the courage to have honest, hard conversations, and the humility to understand that we are all works in progress. If this sounds undesirable, this school would not be a good culture fit.
Physical requirements Classroom teachers supervise dismissal every day for 15 minutes barring rain or below zero temperatures.