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  • Date Posted
    • 6.19.18
  • Organization
    • Partner Schools
  • Region
    • West
  • Role
    • Teacher
  • Commitment
    • Full-Time
  • Location
    • Detroit

Detroit Achievement Academy (DAA) and Detroit Prep (DP) exist to provide a world-class, equitable
education that will give all students a foundation of academic excellence and character development
while fostering a love of learning and passion for exploring and fulfilling their extraordinary potential as learners, leaders, and world-changers.

● Being an active participant as we develop our school culture and environment
● Having a deep commitment to social justice and equity for all children
● Engaging in significant curriculum development work
● Working hard to provide results for our students
● Working with a diverse student body
● Welcoming visitors who are interested in our school
● Being challenged to examine your work in order to increase student achievement
● Engaging in a deep and meaningful way with the parents/guardians of all students at DAA and
● Having extraordinarily high expectations for all students, staff, and faculty at DAA and DP
● Being supported by your peers, the Principal, Executive Director, and Board 

● Our work is active. We learn by doing and getting our hands dirty. Students are scientists, urban
planners, historians, and activists, investigating real community problems and collaborating with
peers to develop creative, actionable solutions. Adults are active guides of student learning and
active members of their professional learning community.
● Our work is inclusive and equitable. Students and adults celebrate the diverse backgrounds of
their peers. School leaders work to recruit and attract a population of families and faculty that
represents different socio-economic, racial, and ethnic backgrounds.
● Our work is excellent. Students at all levels are pushed and supported to do more than they think
they can. Excellence is expected in the quality of their work and thinking. School leaders, teachers,
students, and families share rigorous expectations for quality work, achievement, and behavior.
● Our work is reflective. Students and adults reflect as they triumph and as they stumble. Students
and adults offer direct and sensitive feedback to their peers. Trust, respect, responsibility, and joy in
learning permeate the school culture. 

We are looking for extraordinary leaders and learners to join our team who:
● Teach to give students a strong foundation of academic excellence,
● Foster the social-emotional and character development of young learners,
● Build a love of learning in all students,
● Engage families as partners in our students’ education,
● Commit to constant learning, reflection, and improvement of their own practice,
● Bring their passions, personalities, humor, and joy to school every day,
● Thrive in a start-up environment, and
● Are committed to equity and the belief that all children in Detroit can reach their full potential.

The position involves teaching a foreign language to kindergarten through fifth grade students. The
Foreign Language Teacher is responsible for working with students, other teachers and staff, and the
Principal toward achieving the mission and goals of Detroit Achievement Academy (DAA) and Detroit
Prep (DP). This job description is meant to provide structure to the responsibilities and accountability of this position. There may be additional responsibilities that the teacher undertakes or that are assigned as needs of students and of the school arise. The Foreign Language Teacher reports to the Principal.

● Implement the principles and components of Expeditionary Learning and the Responsive
Classroom model. Teachers at DAA and DP are expected to commit to learning these models.
● Teach foreign language classes to kindergarten through fifth grade students at both DAA and
DP. The frequency and duration of these classes will depend on scheduling.
● Plan challenging and engaging lessons and experiences for students to help students achieve
content and curriculum standards. Ensure that lessons have multiple entry points and support
structures so that children with different abilities and learning styles are successful.
● Work to help plan, develop, and refine an elementary and middle school foreign language
curriculum that addresses both local and national standards and motivates students to learn a
foreign language.
● Work with inclusion staff to understand the needs and goals of students with Individual
Education Plans (IEPs) and English Language Learners (ELLs). Differentiate instruction and
provide accommodations and supports as needed.
● Develop strong long-range plans including a curriculum map for the year. Provide plans to the
Principal and share with colleagues.
● Utilize a workshop model as the main format for instructional time. Keep whole group and
lecture style lessons to a minimum.
● Work with teaching teams to plan projects and activities related to classroom learning
● Incorporate diversity issues and multi-cultural content into instruction throughout the year in big
and small ways. Ensure that all students see their culture(s) represented in curriculum and
● Develop and revise clear criteria and standards for quality work and regularly examine student
work to ensure that it meets increasingly higher standards of quality.
● Display student work documenting the process that went into creating the work. Involve
students in developing and creating displays.
● Ensure students have regular opportunities to share their work with others through Community
Crew and other performances and/or showcases of work. Work with the specials team and/or
teaching teams to plan exhibitions of student work

● Conduct ongoing assessment of student work using multiple assessment tools including
anecdotal records, student performances, reflections, and performance assessments with
rubrics as appropriate. Use assessment data to plan for instruction and to set short and
long-range goals.
● Regularly analyze student data to improve instruction, ensure equity and make program
recommendations and improvements.
● Utilize assessment for learning strategies to engage students in assessing their own
understanding and mastery. Involve students in using learning targets for this purpose.
● Plan for the collection of portfolio items outlined in the criteria for portfolio collection established
by the teaching staff. Support students in selecting and reflecting on pieces for their portfolio.
Work with the teaching teams to coordinate the process.

Social Curriculum/School Culture
● Create and maintain a physically and emotionally safe environment for students.
● Communicate respectfully to students at all times. Model, practice and discuss respectful,
unbiased and effective communication with students.
● Involve students in creating classroom rules. Establish and consistently apply logical
consequences for not following them.
● Uphold and support the school-wide discipline policies. Document serious and less serious
infractions to the policies and seek help and support from colleagues and administrators when
discipline concerns arise.
Collaboration, Collegiality and Professionalism
● Communicate and plan regularly with teaching teams to best meet the needs of individual
students and bring foreign language into learning expeditions. Meet formally with each team at
least twice per semester.
● Seek information and support from the Special Education Teacher to best support students in
classes with special needs. Attend child study meetings as needed or required.
● Be on time for classes, duties, team meeting and professional development activities.
● Communicate about and plan for absences in advance with teaching teams and the Principal.
● Seek to resolve conflicts with colleagues as soon as they arise. Seek support from the Principal
when needed.
● Make classes open to visits from other teachers, administrators, family members, prospective
families and visitors to the school in ways that are not disruptive to student learning. Involve
students in welcoming visitors and communicating about the program.

Professional Development
● Participate in weekly Professional Development Time and contribute to sessions by sharing
ideas and student work, offering feedback, and facilitating some sessions or discussions.
● Participate in peer observation using protocols established and agreed upon by staff.
● Participate in a Summer Professional Development held two weeks before students return.
● Set professional development goals with the Principal. Seek out opportunities for professional
development that will lead to achieving goals.
Parent Communication and Involvement
● Work with other special teachers to communicate with parents about the specials/foreign
language program.
● Complete narrative progress reports for students two times per year using the reporting
procedures agreed upon by the teaching staff and the principal.
● Collaborate as needed with other teachers.
● Meet with parents as requested to share information about student progress.
● Contact parents immediately when concerns arise about student performance or work
● Involve parent volunteers in the classroom in ways that meet the needs of the class and utilize
the strengths, talents, and interests of volunteers.
● Support parents in understanding the instructional approach at DAA and DP through regular
communication. Assist with planning and facilitating at least one parent workshop per year.
Other Professional Responsibilities
● Seek foreign language partnerships that will benefit the students and the school.
● Attend and participate in school events.
● Check voicemail and e-mail daily and respond promptly to requests from parents, administrators
and colleagues.
● Supervise students during lunch and recess times according to an agreed upon schedule.
● Sign-in daily and keep up to date attendance sheets for tracking leave.


● Dedication to our mission. A steadfast belief that all students can achieve at the highest
levels, regardless of demography.
● Determination. A willingness to make things happen and a sense of urgency around closing
the achievement gap.
● Strong communication. The ability to communicate in a direct and sensitive fashion with
students, parents, and colleagues.
● Team player. A desire to work in a team-oriented environment and collaborate with colleagues.
● Growth mindset. An ability to receive frequent feedback with humility and a strong desire to
grow and develop as an educator.
● Reflective attitude. An ability to constantly reflect on student data as well as personal areas of
strength and growth.
● Flexibility. Willingness to work in an ever-changing field and face challenges with a positive
● Professional integrity. A personal alignment with the values and ethical standards of DAA and
● Bachelor’s degree (preferred)
● Effective student/classroom management skills
● Proficient with Internet/Google Drive/Internet 

To apply, submit a cover letter and resume to:

Detroit Achievement Academy and Detroit Prep are dedicated to equal employment opportunities and fair labor practices.
Detroit Achievement Academy and Detroit Prep provide equal employment opportunities to all individuals based on job-related
qualifications, and the ability to perform a job without regard to gender, age, race, color, religion, national origin, sexual
orientation, veteran status, marital status, or disability. It is our policy to maintain a nondiscriminatory environment free from
intimidation, harassment or bias based upon these grounds.