Shoshoni Language Teacher-Chief Tahgee Elementary Academy
Shoshoni Language Teacher
Is a member of CHIEF TAHGEE ELEMENTARY ACADEMY certified staff, CTEA is a Shoshoni language immersion charter school that delivers a unique K-6 student centered learning environment, which embodies the Shoshone-Bannock values of deniwape-lifeways of the people. Teaching staff will instruct pupils in essential concepts of education within the scope and sequence of the district’s exceptional education program. Implements such instructions in a highly effective and efficient manner. Utilizes cutting edge technology in preparation for and implementation of instruction. Capably measures the results of that instruction in a manner so as to determine the level of student success.
RESPONSIBILITIES: Shoshoni Language Teacher in a CTEA setting will:
- Creatively provide an interdisciplinary course of study that integrates reading, writing, analytical skills development in alignment with state curricular frameworks for core content areas in Shoshoni.
- Implement district learning goals and objectives through traditional and technology blended learning techniques in Shoshoni.
- Create developmentally appropriate, child centered environment that establishes positive student behavioral expectations conducive to all learners needs through structured routines, and positive behavioral interventions.
- Establish classroom structure that values positive relationships through intentional implementation of appropriate curriculum in Shoshoni.
- Promote bilingualism (Shoshoni/Bannock/English) throughout the learning environment.
- Continually demonstrate mastery of the subject area taught, and mastery of generally acceptable instruction techniques.
- Administer district beginning-year and end-of-year assessments in accordance with district guidelines.
CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all CTEA teachers should possess:
- Accountability for Student Achievement
(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)
- Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effort
- Assesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacks
- Passionate and optimistic about their students, their content, and the teaching profession
- Communicating Content Knowledge
(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)
- Demonstrates mastery of and enthusiasm for content area and the pedagogy it requires in Shoshoni,
- Demonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standards in Shoshoni,
- Can convey content in creative and engaging ways that align to standards in Shoshoni.
- Equitable & Effective Instruction
(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)
- Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic work in Shoshoni,
- Uses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participation
- Builds a productive learning environment where every student participates and is valued as part of the class community
- Cultural Proficiency
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)
- Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected
- Parent/Family Engagement
(III-A-1. Parent/Family Engagement)
- Engages with families and builds collaborative, respectful relationships with them in service of student learning
- Professional Reflection & Collaboration
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)
- Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development
- Seeks to participate in and contribute to a collaborative adult learning community.
- Maintains cordial and cooperative working relationships with colleagues, Administration, and Board of Directors.
- Knows and follows school policy and the chain of command.
- Acts ethically and confidentially in all aspects of employment.
- At least 1 year of relevant experience preferred
- Citizenship, residency or work VISA in United States required
- Position Type: Full-time
- Positions Available: 1
Job Category: Classroom Teacher > Elementary