Secondary Teacher

Hope Academy of West Michigan; Muskegon, Northern (MI, KY); Hybrid; USD 52,000 - 68,000; Full time

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

Referral program

Retirement plan

Vision insurance

Job summary

Hope Academy of West Michigan in Muskegon seeks a certified Teacher for Social Studies, Math, Integrated Science, English, or Chemistry & Biology to educate students at Lighthouse Academy Muskegon Community Building.

The role requires a Bachelor's degree and teaching certification with Michigan qualification. You will work within a values-driven, supportive team focused on student success and safety.

Qualifications

• Education: Bachelor's degree and teaching certification required.
• Experience with emotionally/behaviorally impaired adolescents preferred.
• Must meet highly qualified status for subjects taught per Michigan requirements.
• Valid Michigan teaching certification with 6-12 subject area certification is required.
• Must pass criminal history, physical and drug screening, if required.

Responsibilities

• Deliver appropriate education experiences to meet youth needs.
• Align curriculum, instruction and assessments with PBIS framework.
• Maintain data collection and analysis for student progress.
• Collaborate with peers, coaches and administrators for instructional support.
• Attend PLCs and mentor teachers when requested.

Skills

Reading skills

Writing skills

Presentation skills

Calculator skills

De-escalation

Computer skills

Education

Bachelor's degree

Teaching certification

Tools

Google applications

Microsoft Office

Job description

We are seeking a Teacher (certified in either Social Studies, Mathematics, Integrated Science, English, or Chemistry & Biology) to serve students attending Lighthouse Academy Muskegon Community Building.

IES is the non-profit educational service provider for Hope Academy of West Michigan and Lighthouse Academy. Being a part of the IES team means that you care about the students we serve, you genuinely believe every student can succeed, you align with our mission, vision, and Whole Child approach to education and you are committed to living into our values.

At Lighthouse Academy, we provide educational services in residential programs serving youth and adults in detention facilities, correctional facilities or intervention-based programs as well as community programs serving court-placed students, students who have been long-term suspended or expelled; and students with Special Education needs, etc.

So, if you have a passion for education, desire being a part of a values-driven team and want to serve at-risk youth, come join a growing team and make a positive difference in the life of a child!

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: Bachelor's degree from an accredited college or university, teaching 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 6-12 Certification in Mathematics, Science, English, Social Studies, or Chemistry and Biology 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.

Benefits:

• 401(k)
• 401(k) matching
• Dental insurance
• Employee assistance program
• Health insurance
• Health savings account
• Life insurance
• Paid time off
• Referral program
• Retirement plan
• Vision insurance