Who We Are: The Accelerated Schools strive to be a national model for public/private partnerships that comprehensively serves the needs of its students in preparation for them to take their rightful place as confident and courageous citizens, eager to achieve and contribute to a global society. The goal of The Accelerated School is to graduate students who are prepared to succeed in rigorous college preparatory high schools so that upon high school graduation each student will be prepared to succeed in the university of his/her choice; will enter the workplace as an informed and productive employee, entrepreneur, and community leader; and will act as a responsible citizen.
The Accelerated Schools (TAS) are nonprofit organizations. TAS schools receive federal and state funds for specific purposes that are either unrestricted funds or are subject to review and audit by the grantor agencies.
Where We Are Located: Set within an urban empowerment zone just south of downtown Los Angeles, Wallis Annenberg High School (WAHS) 9-12 is located at 4000 S. Main Street, Los Angeles, CA 90037 and shares the same facility with The Accelerated School.
Demographics/Population: Our high school serves approximately 480 students with the population being 94% Hispanic with 97% of those students receiving free and reduced lunch.
What Are the Responsibilities and Duties:
The following duties are typical for this classification.
- Develops an individualized academic program for each student by administering formal and informal academic/transition/social-emotional assessments, in accordance with the referring district and organizational guidelines. Uses the results of these multiple assessments to guide instruction and behavioral program for each learner and modifies the plans to adjust for the student’s needs. Establishes and communicates learning goals to all students.
- Uses a variety of instructional strategies and resources to respond to the students’ diverse needs and interests; including prescribed educational software and intervention curriculum. Facilitates learning experiences that promote autonomy, interaction and choices; engages students in problem solving, critical thinking and/or other activities that make subject matter meaningful.
- Develops and administers co-taught lessons in close collaboration with general education co-teacher. Our school utilizes the CHIME Program Framework in order to promote a fully inclusive learning environment for our students with IEPs. Co-teaching involves weekly planning sessions with general education co-teacher, frequent communication with co-teacher including the use of Google Docs or a similar file-sharing program, and the co-teaching of at least one class period 4 to 5 times a week.
- Demonstrates knowledge of IEP and treatment planning process by reviewing referral and assessment data to obtain each student's history, issues, and disabilities as evidenced by; preparing for the IEP and treatment planning meetings, providing current, specific data, and creating appropriate goals and objectives; by developing and employing strategies and interventions; by monitoring and evaluating student progress; and by sharing information.
- Establishes and maintains standards for student behavior in order to maintain a safe, secure, and effective learning environment by providing a high degree of structure, clear expectations, and consistency. Implements expectations and consequences as appropriate for each student as outlined in behavior management plan.
- Implements established school-wide and classroom Positive Behavior Support (PBS) program; reinforcement systems, behavioral expectations and consequence guidelines, prescribed level system program and assists with maintaining corresponding data collection/record keeping systems.
- Establishes a climate that promotes a firm, fair and respectful classroom environment with a focus on social development and group responsibility by modeling and reinforcing positive behaviors.
- Maintains safety of students through close observation and monitoring through “line of sight” supervision. Utilizes optimal strategies of physical proximity; remaining alert at all times, and using analytical forethought to anticipate potentially volatile or unsafe situations to proactively intervene.
- Ensures the rights of all students are observed and protected through the use of appropriate and respectful communication, proper de-escalation techniques, and the use of nonviolent crisis intervention strategies when required.
- Participates as active team member in SST meetings and consults with general education teachers, providing recommendations and accommodations for at risk students.
- Provides timely, accurate, and professional documentation by recording daily grades/points, progress notes, progress reports, report cards, IEP goals and objectives, incident reports, and behavior data in accordance with standard practices of the school. Documents all external and internal contacts and relays student information according to company and district guidelines.
- Projects being a positive role model to students and colleagues by participating as a team member, engaging in productive problem-solving skills and ensuring that positive and continuous communication with others is occurring. Attends staff meetings, utilizes chain-of-command in all aspects of the program and follows the organization's policies and procedures.
- Maintains appropriate relationships and boundaries with students as outlined in the employee handbook.
- Promotes and maintains positive community relations by coordinating efforts with outside agencies, groups, and individuals to extend instructional activities beyond the classroom. Communicates and cooperates with families, relevant external personnel, and staff members; ensuring that all communication of information (written and verbal) is clear, concise, legible, accurate, and courteous.
- Consistently meets school and regulatory training requirements by attending all mandatory staff meetings, and training sessions as required.
- Demonstrates consistent attendance, punctuality and dependability.
- Leading before or afterschool tutoring session 2-4 days a week for at least 1 hour each session
- Performs additional duties as assigned.
Required Knowledge, Skills, and Abilities:
-Clear California Teaching Credential in Mild/Moderate Disabilities.
-Preferred Bi-lingual (Spanish-English).
-Experience working with individuals with emotional disorders and/or challenging behaviors is preferred.-Minimum of 3-4 years of full time teacher experience.
-Familiarity with innovative instructional strategies Interest/background in Charter School Education and School Reform.
-Commitment to continuous professional development.
-Prepared to serve and support students in an urban setting.
-High behavioral expectations and strong classroom management skills.
-The desire to work as part of a team.
-Experience teaching in an urban setting with proven academic results (highly preferred).
-Competitive salary range $49,479-$89,117 based on education and experience
-Start Date August 2018
-Vision, dental and medical coverage
-State Teachers’ Retirement System (STRS)
Job Type: Full-time
Salary: $49,479.00 to $89,117.00 /year
- full time teacher: 3 years
- Clear California Teaching Credential in Mild/Moderate Disabi