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Mapleton Expeditionary School of the Arts - Middle School Math Teacher

  • Date Posted
    • 6.29.18
  • Organization
    • Partner Schools
  • Region
    • Mountain
  • Role
    • Teacher
  • Commitment
    • Full-Time
  • Location
    • Thornton, CO

SCHOOL:  Mapleton Expeditionary School of the Arts

POSITION:  Middle School Math Teacher
 
APPLICATION DEADLINE:  June 29, 2018
 
QUALIFICATIONS:

Colorado teaching license with a Math endorsement required.  Additional endorsement in Culturally and Linguistically Diverse Education preferred.* 
*Or willingness to pursue endorsement or equivalent coursework.

METHOD OF APPLICATION:

Out of District applicants may fill out a District application at: www.mapleton.us. Current employees may e-mail a letter of interest and resume to Erica Branscum, Executive Director, Talent Recruitment and Development/HR at HR@mapleton.us. 

REQUIREMENTS

Valid and current certification in secondary Math

Deep understanding of high school math concepts and an interest in constructivist math instruction

Willingness to work closely with a grade level team to support students and colleagues

Willingness to be a Crew leader

Commitment to arts education and integration of arts within mathematics as appropriate 

Willingness to support students who are struggling during academic support

Interest in integrating literacy instruction to support math inquiry

Willingness to loop between 2 grades (teach grades 7 and 8 in sequence)

PREFERRED ATTRIBUTES

Success working with students who are behind grade level in math

2 years teaching experience at the high school level

Experience integrating literacy instruction to support students’ writing about math     understanding

Experience with or strong interest in the arts

Spanish bilingual

MESA MISSION

Mapleton Expeditionary School of the Arts is a community of students, staff and parents dedicated to academic exploration and discovery. We ensure all students excel as critical and creative thinkers who positively engage in the community through a system characterized by  

         Rigorous core content viewed through the lens of the arts;

         Compelling, inquiry-based learning expeditions;

         Deliberate character development;

         Service learning; and

         A culture that fosters both risk taking and reflection.

SCHOOL DESIGN OVERVIEW EL (formerly Expeditionary Learning) is a comprehensive school reform and school development model that emphasizes high achievement through active learning, character growth, and teamwork.Our approach to curriculum and instruction makes standards come alive for students. Linking learning to real-world issues, students engage in projects that yield solutions for audiences beyond the classroom—“real work for real audiences.” In doing so, students meet rigorous standards, refine ideas, develop perseverance, and discover they can do more than they thought possible.At MESA the arts serve as part of the academic core, along with the sciences, humanities, and mathematics. The integration of the arts will include studies of artistic movements or particular works of art as well as the creation of original works of art to demonstrate understanding of a particular topic. Further, an understanding of style and craftsmanship taught through the arts will lead students to the creation of quality works of art and presentation of that work through performances and exhibitions. 

LEARNING EXPEDITIONS

In EL schools learning expeditions are the primary way of organizing curriculum. Learning expeditions feature linked projects that require students to construct deep understandings and skills and to create products for real audiences.

Correlating Job Responsibilities:

Design, Implement and evaluate expeditions as the primary means of organizing curriculum. Expeditions must align with district and state standards, the school curriculum map, as well as, portfolio, passage and graduation requirements.

Write detailed expedition documents including: compelling topics, in-depth investigations and detailed project plans including plans for integrating literacy instruction.

Seek out authentic ways to integrate art processes and/or art history into investigations and expeditions.  

Collaborate in the design, implementation, and evaluation of “intensives”(eight day courses offered between trimesters twice a year).

Arrange and facilitate well-planned fieldwork experiences to support expeditions.

Seek out authentic and appropriate ways to use artistic skills to support fieldwork.

Develop and use rubrics to assess student work throughout the expedition.

Support students in the development of their portfolios and preparation for passage and graduation presentations, as well as public exhibitions of work. 

ACTIVE PEDAGOGY

Teaching and learning are active and engaging in EL classrooms. Effective instructional practices promote equity and high expectations: they make the content of expeditions come alive, ensure that all students think and participate, and allow the teacher to know all students and their thinking well.  Knowledge of each student’s level of understanding and participation leads teachers to differentiate instruction.

Correlating Job Responsibilities:

Employ a range of effective instructional practices (active pedagogy) to give students the support they need to complete projects and meet standards.

Develop lesson plans that ensure that instruction is paced well, encourages all students to think, engages all students in productive work throughout the class period, and ensures smooth classroom management. 

Use flexible groups based on ongoing assessment to confer with students and provide differentiated instruction.

Work with students to create assessment criteria that are connected to standards, portfolio, passage and graduation requirements, and help students understand, reflect on and take responsibility for their learning. 

Design lesson plans that both teach writing and support understanding of content in all subject areas.

Design lesson plans that both teach reading and support understanding of content in all subject areas.

CULTURE AND CHARACTER

An EL school culture is developed and sustained through practices that bring the community together, promote shared understandings, and encourage all community members to become crew, not passengers. The climate in an EL school is characterized by physical and emotional safety, respect and courtesy, and a disciplined environment. Teachers foster student character through challenging academic work, service, and the expectation that students are courteous, respectful, and compassionate. School leaders, teachers, and staff in EL schools are members of a community of learners. Professionals work together to share expertise, improve the school’s program, build background knowledge in their disciplines, and model collaborative learning for students. Staff culture is characterized by a respectful collegiality where teachers resist judgment and blame, and support each other in improving practice.  

Correlating Job Responsibilities

Develop and implement detailed plans for crew time in keeping with school priorities and structures. 

Develop classroom expectations that align with the Code of Character (to be developed by the staff, based on the EL Design Principles).

Prepare students for and participate fully in student led conferences

Give students and families clear and instructive information about student progress in all progress reports. 

Choose instructional practices, compelling topics and projects that promote character development.

Participate in adventure and wilderness activities with students

Participate fully and positively in the staff culture of the school.

Be willing and able to collaborate with peers in the development of curriculum and school structures. 

Be willing to give and receive support from peers to improve teaching practices. 

Attend and take full advantage of professional development offered to the EL school


LEADERSHIP AND SCHOOL IMPROVEMENT

Leaders in EL schools create a professional community that focuses on curriculum and instruction as the primary vehicles for improving student achievement and school culture.  Teachers and school leaders in EL schools collect data to understand student achievement, assess teaching practices, and make informed decisions about instruction.

Correlating Job Responsibilities

Make data driven decisions about what instruction will best support students.

Use data to assess your own performance and set individual improvement goals

Work with school leadership to evaluate school performance and set school improvement goals

STRUCTURES

In EL schools the schedule serves instructional and curricular priorities. While each schedule is unique to a school and its constraints, there are key features that all EL school schedules have in common: blocks of class time, opportunities for integration of the disciplines, and common planning time for teachers. The schedule accommodates project work, fieldwork, service learning, and flexible groupings of students. Time is scheduled during the school year and summer for whole-school professional development and collaboration across grade levels and subject areas.

Correlating Job Responsibilities

Work with school leadership to revise drafts of calendars and schedules based on EL Benchmarks. 

Establish effective structures for classroom management and progress reporting for your classroom, that align with the school’s Code of Character and reporting systems. 


PROFESSIONAL DEVELOPMENT

Teachers in EL schools develop a culture whereby professional development is expected and embedded into the daily fabric of the school.  Professional development in an EL school is tailored support the implementation of core practices and benchmarks. Professional development will take on many forms including large group presentations, grade level or discipline specific team meetings or workshops, peer observations, team teaching and offsite institutes and workshops.   

Jackson Westenskow

Assistant Director

WestenskowJ@mapleton.us