General Description:
The successful candidate will be a dynamic and dedicated educator with a strong foundation in programming, problem-solving, and mathematical concepts, and a passion for inspiring students to explore technology and analytical thinking in an innovative learning environment. The position involves teaching high school computer science and select math courses. Candidates should be prepared to learn new approaches to instruction and to engage students in meaningful, interdisciplinary learning experiences that foster academic growth and exploration of the computer science and networking field in an innovative learning environment. This pathway teacher plays a vital role in preparing students for both industry-recognized credentials and real-world experiences, while cultivating the essential skills outlined in the Portage School’s Portrait of a Leader.
Qualifications:
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Bachelor’s degree required.
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Must be eligible for or able to obtain an Indiana Department of Education (IDOE) Workplace Specialist or Professional Educator License.
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Strong written and verbal communication skills.
Primary Responsibilities:
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Build strong relationships with students, families, and caregivers, communicating proactively to support academic and career success. Communicate with parents in a clear, effective, and timely manner
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Collaborate with colleagues to design interdisciplinary, project-based learning experiences and to build student capacity in connection, agency, inquiry, reason, and communication.
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Design and deliver standards-aligned instruction rooted in the Indiana State Standards and aligned with the Portage School’s competency-based learning model, ensuring students master both academic and technical content.
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Develop engaging, hands-on lessons and lab experiences that emphasize real-world applications.
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Use standards-based and performance-based assessments to evaluate student progress and adjust instruction; provides multiple pathways and opportunities for students to demonstrate mastery.
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Create a structured, inclusive, and relationship-rich learning environment, promoting safety, respect, and student ownership of learning.
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Adjust and plan lessons based on differentiated Instruction to meet the needs of all students
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Make modifications in lessons based on knowledge of the goals for each student's disability as outlined in his/her IEP and or 504 plan.
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Utilize classroom and corporation materials, resources, and technology that enhance Instruction
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Maintain accurate records of student progress, competencies achieved, and attendance, using the Mastery Transcript platform and schoolwide systems.
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Serves as a Wayfinder (Advisor) to a group of approximately fifteen (15) students, supporting their academic planning, social-emotional development, and postsecondary exploration.
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Manages classroom equipment and inventory responsibly, ensuring a safe and professional environment.
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Participates actively in professional learning, including collaboration with colleagues, participation in conferences and training, and contribution to the continuous improvement of instructional practice.
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Collaborates with colleagues on interdisciplinary, project-based learning and to inculcate students in the “Portrait of a Leader” and related competencies and essential skills.
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Serves as a Wayfinder (Advisor) to a group of approximately fifteen students.
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Use assessment data to plan lessons and drive Instruction
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Be a positive role model for all students
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Maintain a positive disciplinary plan for all students
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Develop a repertoire of teaching strategies to reach all learners
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Participate in Corporation and Building based Professional Development
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Keep student, parent, and family Information confidential
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Serve on committees as assigned by the building principal
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Adhere to School Board policies, Corporation policies and procedures, and building guidelines
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Perform other tasks and assume other responsibilities as assigned by the building principal and district administrators
School Activities:
High School Teachers are required to attend and/or participate in such other activities as directed by the Administrator such as faculty meetings (before or after school hours), open houses, commencement, exercises, chaperoning student activities, guiding students, participating in faculty committees, study, and help resolve school problems.
Essential Skills and Abilities:
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Competency in the administration and interpretation of academic ability testing.
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Ability to use technology for documentation and preparation of professional materials.
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Ability to teach and assist students in the use of computer applications.
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Ability to communicate assessment results, in written and oral forms, to parents and professionals.
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Ability to develop, implement, and evaluate behavior plans for use in general and special education settings.
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Demonstrated ability to work independently, manage time effectively, and contribute meaningfully to collaborative team environments.
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Commitment to lifelong learning and growth, particularly in adapting to new technologies and instructional tools.
Must demonstrate foundational professionalism, including consistent attendance, punctuality, adherence to school policies and procedures, and strong employability skills. These are considered essential, non-negotiable expectations of the role.
About the Portage School of Leaders:
At the Portage School of Leaders, we emphasize deeper learning and competency-based education, promoting durable, interdisciplinary skills alongside content mastery. Teachers here prioritize deeper learning, differentiated instruction, and academic and personal growth. Located in a beautiful, state-of-the-art facility in downtown South Bend, the Portage School is designed for collaboration and creation, and our relationship-focused environment encourages student agency, fosters wonder, and helps students develop skills for life and a passion for lifelong learning.
