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LEAD TEACHER (GRADES K-2) - Detroit Prep

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

Detroit Prep (DP) exists to holistically support the education and development of students who have thedetermination, drive, and skills to shape their own path of high achievement with the ultimate goal ofcreating civically engaged, joyful citizens who are ready to change the world.

WHAT IT MEANS TO WORK AT DETROIT PREP:
● 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 Detroit
Prep
● Having extraordinarily high expectations for all students, staff, and faculty at Detroit Prep
● Being supported by your peers, Head of School, Executive Director, and Board

GUIDING PRINCIPLES AND MINDSETS
● 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.

POSITION OVERVIEW: LEAD TEACHER (GRADES K-2)
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

 Lead Teacher at Detroit Prep (DP) is responsible for the educational and social-emotional outcomes
for each student in his or her crew. Lead Teachers embrace their work with students, families,
colleagues, and school leaders toward achieving our collective mission and goals. A Lead Teacher is
responsible for teaching all core academic disciplines including language arts, social studies, science
and mathematics. Lead Teachers report to the Head of School.

PRIMARY RESPONSIBILITIES
Curriculum/Instruction
● Implement the principles and components of Expeditionary Learning and the Responsive
Classroom model. Teachers in their first year at DP are expected to commit to learning these
models by attending various professional development meetings and conferences held
throughout the summer and school year.
● Work with the Head of School/EL school designer to plan two interdisciplinary learning
expeditions per year using an agreed upon framework. Expeditions should be designed to teach
core grade level content and skills and should be anchored by authentic and well-designed
projects. Expeditions should also include meaningful fieldwork and service opportunities.
● Work with inclusion staff to plan for and meet the needs of students with Individual Education
Plans (IEPs) and English Language Learners (ELLs). Differentiate instruction and provide
accommodations and supports as needed. Actively seek to improve knowledge and skills to
better address the needs of special education students and ELLs.
● Implement a balanced literacy program that includes daily instruction and practice in reading
and writing. As appropriate to the grade level and needs of individual students, implement the
strategies and structures of guided reading. Support student literacy (reading, writing, speaking,
listening) across the curriculum.
● Incorporate diversity and multi-cultural content into curriculum and instruction throughout the
year in big and small ways. Ensure that all students see their culture(s) represented in
curriculum and materials.
● 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.
● Align curriculum vertically and within grade-level expectations based on Common Core
standards to ensure students have access to an equitable education

Assessment/Accountability
● Conduct ongoing assessment of student work using multiple assessment tools including
anecdotal records, performance assessments with rubrics, exams, and individualized
assessments as appropriate. Use assessment data to plan for instruction and to set short and
long-range goals. Ensure collection and submission of data.
● Regularly analyze student data to improve and adjust instruction, ensure equity, and make
program recommendations and improvements.
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.
● 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.
● Structure a classroom environment that is developmentally appropriate, student-centered,
print-rich and well organized. Involve students in the care and maintenance of the room

Collaboration, Collegiality and Professionalism
● Meet and plan at least weekly as a grade level to ensure consistency of program and curriculum
implementation.
● Seek to resolve conflicts with colleagues as soon as they arise using the DP staff norms. Seek
support from the Head of School when needed.
● Make classrooms 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 meetings and contribute to sessions by sharing
ideas and student work, offering feedback, and facilitating some sessions or discussions.
● Participate in a three-week summer professional development before students begin in the fall.
● Participate in professional development as needed or suggested by coach and/or Head of
School.
● Taking all next steps aligned with Professional Development.
Parent Communication and Involvement
● Conduct student led conferences with parents three times per year for the purpose of sharing
assessments and student work and making recommendations. Support students in sharing work
with their parents.
● Keep parents informed about classroom activities and units of study through on-going
communication that includes weekly or bi-weekly newsletters and regular updates.
● Support parents in understanding the instructional approach at DP through regular
communication. Assist with planning and facilitating at least one parent workshop per year.
● Offer opportunities for families to be involved in and out of the classroom.

Other Professional Responsibilities

● Attend and participate in school events. Teachers will be asked to attend at least two community
meetings or events per year.
● 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. 

QUALIFICATIONS
● 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
educational equity for all students.
● 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
attitude
● Professional integrity: A personal alignment with the values and ethical standards of Detroit
Achievement Academy.
● Bachelor’s degree (required), Master’s Degree (preferred)
● At least 2 years prior teaching experience, in an EL school or project based environment
preferred
● A current teaching certificate (required)
● Strong technical skills (required)

To apply, submit a cover letter and resume to: careers@detroitprep.org

Detroit Prep is dedicated to equal employment opportunities and fair labor practices. Detroit Prep provides 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 non-discriminatory environment free from intimidation, harassment or bias based upon these grounds.