Secondary Teacher

Digitailor

Michigan

On-site

USD 42,000 - 56,000

Full time

4 days ago

Be an early applicant

Get a reply from this employer

Your resume and cover letter, tailored to exactly what they’re hiring for.

Get past ATS filters

Benefits offered by this job

401(k)

401(k) matching

Dental insurance

Employee assistance program

Health insurance

Health savings account

Life insurance

Paid time off

Vision insurance

Job summary

Integrity Educational Services seeks a Secondary Teacher certified in Mathematics, Integrated Science, English, or Biology to support Lighthouse Academy Eagle Village. The role guides academic and SEL growth within a residential and day treatment setting, coordinating with a team to implement therapeutic-aligned instruction and data-driven progress tracking.

The position emphasizes building strong relationships with at‑risk youth, delivering tiered instruction, and contributing to a

Qualifications

Teaching degree and Michigan certification required.
Experience with emotionally/behaviorally impaired youth preferred.
Ability to read, write and present information to students and families.
Background checks and clearances required.

Responsibilities

Provide education in a residential and day treatment setting.
Align instruction with PBIS framework and therapeutic focus.
Collaborate with school team to monitor progress and adjust plans.
Support SEL and academic development for at‑risk youth.

Skills

Reading

Writing

Presentation

Math

Arithmetic

Numeracy

Reasoning

Crisis de‑escalation

Computer skills

Google Suite

Microsoft Office

Education

Teaching degree

Michigan teaching certification

Bachelors degree

Experience with at‑risk youth

Tools

Google Suite

Microsoft Office

Job description

Integrity Educational Services is currently seeking a Secondary Teacher (certified in either Mathematics, Integrated Science, English, or Chemistry & Biology) to serve Lighthouse Academy Eagle Village! The Eagle Village site serves students in both a residential program as well as a day treatment program that supports students with complex mental health and behavior needs. Teaching in this environment requires utilizing a whole child lens where the teacher provides academic instruction in alignment with the therapeutic focus of the program. The goal is to assist students in building academic and SEL skills in order to be successful in a more traditional school setting and in life. To learn more about who we are and who we serve, we encourage you to visit our website: www.integrityedservices.org GENERAL PURPOSE: To be responsible for providing appropriate education experiences to meet the needs of youth enrolled in all programs. The Teacher is accountable to the Principal and functions as a member of the school team, which consists of classroom teachers, instructional support staff, school social workers, the principal and the administrative assistant. Subscribe to the vision, mission and values of Integrity Educational Services and the applicable academy.

Essential Functions

A teacher skillfully demonstrates . . . the strong desire to achieve outstanding student achievement results in a short amount of time and commit to the relentless pursuit of increasing student learning. The ability to achieve outstanding student achievement results in a short amount of time and commit to the relentless pursuit of increasing student learning. the skill to leverage the student support network to ensure that students’ social, emotional, nutritional and health needs are addressed; the willingness to leverage the student support network to ensure that students’ social, emotional, nutritional and health needs are addressed; the ability to motivate students and influence their behaviors through building meaningful, caring relationships with students following the PBIS framework, and utilizing protocols and classroom routines in order to exert academic influence; the ability to collaboratively create and execute clear, logical instructional plans that produce strong results in student learning; the capacity to align curriculum, instruction and assessments in a tiered system of instructional strategies within the classroom to meet the needs of all students; the competence to collect and analyze student data; the competence to design and utilize formative assessments to modify and adjust instruction on a daily basis; the ability to help create and thrive in a professional environment that is one of mutual respect, teamwork, and accountability; the ability to seek out knowledgeable peers, coaches or administrators for instructional support to deliver the vision of high quality subject-specific instruction in every class period; participation in assigned PLC groups and serving as a mentor teacher, if requested. the ability to successfully engage at‑risk youth; the ability to meet student grading and attendance requirements; cultural awareness and sensitivity both to students as well as other IES team members; meeting attendance and timeliness assisting with coverage of the eating area during breakfast and lunch if applicable. Assist with coverage during arrival, passing time, and dismissal from performing all other duties as assigned. A teacher has the confidence to lead and possesses the following competencies to . . . prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change; achieve results by facilitating appropriate initiatives that are informed by data and reflecting and acting on lessons learned to skillfully challenge the status quo. maintain his/her drive for results by demonstrating persistence, and the ability to monitor and plan ahead; MINIMUM

Requirements

The minimum qualifications needed to perform the essential functions of the job such as education, experience, competencies, knowledge and skills are listed below.

Qualifications

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, ability or competence required.

Education

and/or Experience: Teaching degree from an accredited college or university, certification required. Experience working with emotionally/behaviorally impaired adolescents is preferred. Language

Skills

Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to write simple correspondence. Ability to effectively present information in one‑on‑one and small group situations to students, parents, and other employees of the organization. Mathematic

Skills

Ability to do simple computations, calculate percentages, and use a calculator. Reasoning Ability: Ability to apply common sense understanding to carry out detailed written or oral instructions. Ability to deal with problems involving a few concrete variables in standardized situations. Ability to apply verbal de‑escalation skills as part of crisis intervention. Computer

Skills

Knowledge of Google and/or Microsoft applications and/or willingness to learn needed computer skills specific to this position. Certificates, Licenses, Registrations: Valid Michigan teaching certification with a core subject 6‑12 BA, EX, DI, or DA and DC endorsements required. Must meet highly qualified status according to the Michigan Department of Education for the subjects being taught. Training: Must participate in and complete annual training, Professional Development, and various other training as deemed appropriate for position. Other

Qualifications

Must pass criminal history records search, physical and drug screen, if required. Physical

Requirements

The physical demands described here are representative of those that must be met by the employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to communicate and exchange information. The employee is frequently required to walk, and move about within the school. The employee is frequently required to sit, use hands to handle or feel; reach with hands and arms, talk or hear. The employee will occasionally lift and/or move up to 25 pounds.

Work Environment

The work environment characteristics described here are representative of those an employee encounters in a school environment. The employee routinely uses standard office/classroom equipment such as computers, tablets, smartboards, phones, photocopiers, filing cabinets and fax machines. Job Type: Full‑time

Benefits