Mapleton Expeditionary School of the Arts - Secondary Teaching/Mathematics
- Partner Schools
- Denver, CO
POSITION: High School Math Teacher
LOCATION: Mapleton Expeditionary School of the Arts (MESA)
METHOD OF APPLICATION:
Out of District applicants must fill out a District application at: www.mapleton.us. Current employees must e-mail a letter of interest and resume to Erica Branscum, Assistant Superintendent, Talent Recruitment and Development at HR@mapleton.us
QUALIFICATIONS:Colorado teaching license with an appropriate math content area endorsement required.
Additional endorsement in Culturally and Linguistically Diverse Education preferred (or willingness to pursue endorsement or equivalent coursework).
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.
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.
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” (five day courses offered between semesters twice a year).
Arrange and facilitate well-planned fieldwork experiences to support expeditions.
Seek out authentic and appropriate ways to incorporate fieldwork and experts.
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.
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 ResponsibilitiesDevelop 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 ResponsibilitiesMake 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
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 ResponsibilitiesWork 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.
SAMPLE TEACHER SCHEDULE (Subject to Change)
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