Aspiring Educator (Pool Posting, Location To Be Determined)

Cherry Creek School District; Colorado; On-site; USD 10,000 - 60,000; Full time

Job summary

An innovative opportunity awaits aspiring educators to embark on their teaching journey! This unique position allows individuals with limited or no teaching experience to gain hands-on practice as they work alongside experienced mentors. Aspiring Educators will observe best practices, co-teach, and even lead small groups, all while participating in professional development. This role is perfect for those passionate about making a difference in students' lives and eager to develop their teaching skills in a supportive environment. Join a forward-thinking school district dedicated to nurturing the next generation of educators!

Qualifications

• Criminal background check and fingerprinting required.
• No professional work experience required, but a drive to improve students' lives is essential.

Responsibilities

• Support students with tutoring and small group instruction.
• Develop teaching skills by observing mentor teachers and implementing feedback.
• Assist in designing assessment tasks and modifying instruction.

Skills

Problem-solving skills

Time management skills

Verbal communication skills

Written communication skills

Interpersonal relations skills

Organizational skills

Teamwork

Education

High School Equivalency diploma

Tools

Microsoft Office

Basic office equipment

Job description

Job Title: Aspiring Educator

FLSA Exemption Status: Exempt

Classification Group: Teacher Residency

Supervising Position: Mentor Teacher

Pay Plan: Teacher Residency

Pay Range: Teacher Residency Salary Schedule

Last Updated: 12/12/2024

INTRODUCTION: The Aspiring Educator position provides a unique opportunity for talented individuals with limited or no teaching experience to explore the field of education as a teacher apprentice and to gain hands-on practice and the training necessary to become a successful full-time classroom teacher. An Aspiring Educator will have an opportunity to observe best practices in classroom instruction and innovative practices from experienced teachers and school leaders. Depending on school needs and candidate background, an Aspiring Educator may also teach their own class of students, allowing for direct teaching experience within a more limited teaching load. Through full participation in summer and school-year professional development as well as related instruction, Aspiring Educators will have many opportunities to gain the experience and support necessary to develop their teaching skills.

JOB SUMMARY: Observe and learn from mentor teachers, co-teach with teacher-leaders, provide in-house substitute teaching coverage for teachers, and support teachers with tutoring, grading, and individual or small group student instruction. Assist with a variety of work inside and outside of the classroom, including teaching Enrichment classes, organizing student events, and developing mentoring relationships with students.

ESSENTIAL DUTIES AND RESPONSIBILITIES: The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

1. Support students by providing one-on-one and small group tutoring, small group intervention, and student support. Instruct students on behalf of teacher-leaders. May teach a class or small groups of students. Frequency: Daily Percentage of Time: 25%
2. Develop teaching skills through practice and by observing mentor teachers to improve instructional techniques and classroom management. Meet regularly with Mentor Teacher to implement feedback on lessons and instruction. Frequency: Daily Percentage of Time: 25%
3. Assist in implementing course content, format, structure, schedule, individualized programs of instruction for students, classroom materials and curriculum, lesson plans, and learning activities, gradually taking on more responsibility throughout the year. Frequency: Daily Percentage of Time: 15%
4. Assist in designing assessment tasks that allow students to demonstrate understanding in a variety of ways and use the data to give meaningful feedback and modify instruction. Frequency: Daily Percentage of Time: 10%
5. Support a classroom environment that maximizes instructional opportunity, supervise the behavior and well-being of students in the classroom and all educational settings, and administer discipline when appropriate. Frequency: Daily Percentage of Time: 5%
6. Communicate students’ progress and needs with parents/guardians and other staff as needed. Frequency: Daily Percentage of Time: 5%
7. Collaborate with teachers, support personnel, administrators, and colleagues to enhance instruction and improve student outcomes. Frequency: Daily Percentage of Time: 5%
8. Participate in department, team, building, and District meetings and discussions; student and/or family conferences; social, cultural, interscholastic, and extracurricular activities; and professional growth opportunities. Participate in all Aspiring Educator Pathway orientations, training, and related instruction. Frequency: Daily Percentage of Time: 5%
9. Perform other duties as assigned or requested. Frequency: Daily Percentage of Time: 5%

REPORTING RELATIONSHIPS: This job has no direct supervisory responsibilities.

MINIMUM QUALIFICATIONS: The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position. It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.

• Criminal background check and fingerprinting required
• High School Equivalency (HSE) diploma (those with a Bachelor’s degree or higher are NOT eligible for this teacher apprenticeship position)
• No professional work experience required
• Drive to improve the minds and lives of students in and out of the classroom
• Basic knowledge of typical office equipment such as telephones, copiers, fax machines, email, etc.
• Basic knowledge of Microsoft Office
• Basic organizational skills
• Intermediate problem-solving skills
• Intermediate time management skills
• Intermediate verbal and written communication and interpersonal relations skills
• Ability and desire to work as a team member
• Ability to actively participate in a Professional Learning Community
• Ability to establish and maintain effective relationships with diverse stakeholder groups

PHYSICAL REQUIREMENTS AND WORKING CONDITIONS: The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position’s essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Light work strength level (lifting or carrying up to 25 pounds)
• Primarily works indoors
• Typically a moderate noise level
• Prolonged standing and walking
• Frequent bending and reaching
• Occasional lifting, pulling, and pushing
• Speaking and hearing
• Visual concentration
• Eye/hand coordination
• Manual dexterity to operate a computer keyboard
• Concentrated reading/writing/mathematics
• May work outdoors when monitoring student activities
• Normal classroom environment
• Normal school district environment
• Work location is subject to change to meet the requirements of the organization

DESIRED QUALIFICATIONS: Formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.

• Experience working in public education
• Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
• Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement