IB Literature Teacher (Grades 9-12): Inspire Inquiry

Washtenaw ISD; United States; Sur place; USD 45 000 - 60 000; Plein temps

Résumé du poste

Ann Arbor Public Schools seeks an English Teacher IB Literature for grades 9-12 at Huron High School. The role focuses on implementing IB standards, planning MYP/DP units, and collaborating with leaders to advance inquiry-based learning.

The ideal candidate will hold a Michigan Secondary Teaching Certificate and have experience with IB unit planning, data-driven instruction, and differentiating instruction to support diverse students.

Qualifications

• Valid Michigan Secondary Teaching Certificate with IB or related certifications preferred.
• Experience in secondary English and IB/MYP/DP curriculum development desired.
• Proven track record of closing achievement gaps and working with diverse learners.

Responsabilités

• Plan and implement MYP/DP IB program components with fidelity.
• Collaborate with IB coordinator and principals on program development.
• Develop and assess units using IB standards and inquiry-based approaches.

Connaissances

Michigan teaching certificate

Collaborative team member

Data-informed instruction

Differentiated instruction

Formation

Michigan Secondary Teaching Certificate

BA/BC/BD/BX certification" (as required)

Outils

MYP unit planner

DP course development

Description du poste

English Teacher IB Literature (Grades 9-12) JobID: 17969

• Position Type:
  High School Teaching/ Secondary Teacher
  
  

POSITION TITLE: English Teacher - IB Literature ( Grades 9-12)

FTE: 1.0

POSITION LOCATION: Huron High School

SALARY: AAEA salary schedule

REPORTING RELATIONSHIP: Building Principal

Ann Arbor International Baccalaureate teaching positions will fully embrace and implement the innovative teaching and learning practices for which International Baccalaureate is known as described by the International Baccalaureate Programme Standards and Practices , MYP Principles to Practice, and DP Basis for Practice documents.

REQUIREMENTS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The following is a list of qualifications for the position, any one of which may be waived by the Board in exercising its prerogative to determine qualifications.

EDUCATION AND EXPERIENCE:
Posses a valid Michigan Secondary Teaching Certificate with one or more of the following certifications: BA, BC, BD or BX
Secondary school teaching experience required
Experience with units of inquiry curriculum development using the International Baccalaureate MYP unit planner and/or DP course development strongly preferred
Demonstrated success working with historically underachieving students and closing achievement gap(s)
Be recognized as a collaborative instructional team member
Demonstrated proficiency with instructional techniques such as:

• Workshop teaching methods
• Project based learning including Project Lead The Way
• Text-based discussions
• Sheltered Instruction Observation Protocol (SIOP)
• Instructional uses of assessment data
• Differentiated teaching methods in all content areas including response to intervention Tier 1, Tier 2 and Tier 3 options
• Integration of content area instruction

Have demonstrated skillfulness collecting and analyzing data for instructional purposes including report cards, NWEA, SRI, MEAP/Mi-STEP, etc.
Proof of COVID vaccination required

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Work with and support the IB coordinator and principals to plan and implement the MYP and DP program with fidelity as outlined by the IB Programme Standards and Practices
• Implement the School Improvement Plan (including Mitchell Scarlett Teaching & Learning Collaborative initiatives at Scarlett)
• Be fully conversant in the IB Programme Standards and Practices, the Learner Profile, MYP Principles to Practice documents, and DP Basis for Practice documents found at http:ib.a2schools.org
• Model inquiry thinking and problem solving during all stages of IB program development
• Assume leadership responsibilities necessary for the development of the K-12 IB program
• Participate in flexible scheduling to collaborate in development of units of inquiry
• Write MYP and/or DP units of inquiry for your grade/content area(s) to address the Michigan Academic Standards as well as vertical and horizontal alignment of curriculum
• Collaborate with grade/content areas colleagues in the revision of MYP and/or DP units of inquiry for your grade/content area(s) to address the Michigan Academic Standards as well as vertical and horizontal alignment of curriculum
• Document unit development using the 2014 IB unit-planning process
• Develop and implement units with Global Contexts as a context for inquiry
• Develop and implement units with opportunities, through inquiry, to participate in service as action
• Collaborate with others to integrate Approaches to Learning into units of inquiry as a vertical and horizontal progression of skills to be taught and assessed
• Collaborate with others to plan, teach, implement and assess the International Baccalaureate projects for the MYP and DP: Personal Project in 10th grade, Extended Essay in 11th and 12th grade, Creativity, Action and Service in 11th and 12th grade.
• Use the IB assessment criteria for all units with four objectives/criteria for each subject group
• Develop and use formative assessment tasks to monitor student growth and achievement, guide instructional decisions, and evaluate the outcomes of units of inquiry
• Communicate regularly with parents, business partners and community members outside normal classroom day by means of teacher developed website, email, phone calls, conferences, etc.
• Promote IB programming in all facets of communication
• Participate in flexible scheduling to collaborate in development of units of inquiry

Language Skills

• Read, write, and comprehend basic instructions, short correspondence, and memos
• Effectively present information in one-on-one and small group situations to staff, parents, students, and administrators
• Communicate clearly and concisely both orally and in writing

Mathematical Skills

• Add, subtract, multiply, and divide in all units of measure using whole numbers, fractions and decimals
• Compute rate, ratio, and percent and to draw and interpret bar graphs

Reasoning Ability

• Apply common sense understanding to carry out instructions given in written, oral, or diagram form
• Deal with problems involving a few concrete variables in standardized situations
• Define problems, collect data, establish facts, and draw valid conclusions
• Interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables

Other Skills & Abilities

• Work with parents and children of diverse cultural backgrounds
• Develop effective working relationships with students, staff, and the school community
• Perform duties with awareness of all district requirements and Board of Education policies

Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. Occasionally the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes of books and AV carts. The employee is directly responsible for safety, well being, or work output of other people.
Specific vision abilities required by this job include close vision such as reading handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with public and staff.

Work Environment
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate to loud. Duties are performed indoors and occasionally outdoors. The employee has direct responsibility for the safety, well-being, and work output of others.

Ann Arbor Public Schools is committed to a diverse and inclusive workplace. Ann Arbor PublicSchools is an equal opportunity employer and does not discriminate on the basis of race, nationalorigin, gender, gender identity, sexual orientation, protected veteran status, disability, age, or any other legally protected status. Reasonable accommodations may be made to enable individualswith disabilities to perform the essential functions.

METHOD OF APPLICATION:
All applicants must apply online at A2schools.org -> District Links -> Job Postings

Postings current as of 10/28/2026 9:59:52 PM CST.

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