CYBER HIGH English Teacher - Vacancy ID: 148206

ALL TEACHING IS IN-PERSON. THIS IS NOT A VIRTUAL SCHOOL/POSITION! The Central City Cyberschool of Milwaukee K-8 charter school has begun expansion to include a high school in August 2019, by adding a class of 50 ninth-grade students. The high school will eventually serve grades 9-12 (250 maximum students), with a focus on building a skilled workforce for the fast-growing technology industry utilizing a Project-Based Learning (PBL) approach. Our mission is to prepare our students for the demands of college and work, and for a range of competitive technology careers. In collaboration with both college and business partners, Cyberschool will provide students with the skills and understandings to earn a high school diploma. *All applicants must demonstrate significant technology integration knowledge, skills, and experience in their content area(s). REQUIREMENT: Must hold a Wisconsin Department of Public Instruction license in the content area DUTIES AND RESPONSIBILITIES Because roles in small schools are varied and complex, serious consideration will be given to applicants who demonstrate in their resume and cover letter the experience and/or willingness to commit to the school’s mission and core beliefs and to become involved in these essential aspects: - Work within a non-traditional school schedule and organizational structure that meets the needs of all students, including English Language learners and students requiring special education services; - Collaborate with colleagues to write unit plans, write interim assessments, share teaching strategies, visit peer classrooms, analyze student data, and develop best practice pedagogy that supports literacy and critical thinking skills across all subject areas; - Work in a start-up organization with a focus on technology integration, individualized student learning, project-based learning, digital literacy, and blended learning; - Incorporate digital literacy strategies into daily routines and classroom instruction in all content areas; - Apply data gathered through formative and summative assessments to guide the instructional plan; - Develop an individual growth plan that monitors progress and assesses effectiveness in enhancing student achievement; - Create a safe and supportive learning environment with routines and structures that align with the school’s core values; - Serve as a high school advisor, who advocates for groups of students, and as primary contact for students’ families on issues related to attendance, achievement, concerns, and general school communication, as well as aid in the development of college prep and course plans, community, and team building activities; - Take on duties that support classroom teaching (e.g., meeting with departments and grade levels, being an active part of the school decision making process, active and consistent communication with parents throughout the school year to support student achievement, etc.); and - Communicate student achievement data regularly with students, parents, and families. SELECTION CRITERIA The successful candidate will demonstrate: - Willingness to carry out the above duties and responsibilities; - Ability to incorporate hands-on, project-based learning activities in classroom instruction; - Evidence of strong content knowledge and ability to help students overcome difficulties in content area; - Experience or willingness to incorporate reading, writing, speaking and reasoning into each subject area; - Ability or willingness to meet the needs of English Language Learners and students with special needs in lessons and assessments while maintaining high expectations for student achievement; - Ability to enhance instruction through the integration of technology and 21st-century digital skills to support student learning and achievement; - Success at collecting, monitoring, and analyzing student data through the use of formative assessments to drive instruction and improve student academic and social achievement; - Evidence of strong teamwork skills; - Evidence of commitment to continuous professional growth (e.g., professional development, formal education, outside reading); and - Ability to effectively communicate orally and in writing with colleagues, parents, students, industry partners, and the community. In addition to the cover letter, resume, and interview, teacher candidates must present a teaching portfolio, which may include evidence of philosophy of education, evidence of curriculum planning such as course syllabi, lesson plans, and any teaching artifacts collected throughout their teaching career. Artifacts may include student work, images of student work and presentations, and curriculum development examples. Applicants may also provide professional references and/or, if possible, a written observation from a supervisor.