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Posted : Tuesday, July 16, 2024 08:14 AM
JobID: 9075
Position Type:
Elementary School Teaching/Special Education
Date Posted:
4/2/2024
Location:
Portage Public Schools
Date Available:
Summer 2024
Closing Date:
until filled
District:
Portage Public Schools - website
Summer Learning Camp both Teachers and Paraprofessionals needed
(links to interest form at bottom of posting)
Dates: June 17-20, June 24-27, July 8-11, & July 15-18
Elementary Summer Learning at Lake Center Hours 9:00 AM to 1:00 PM (1/2 hour lunch)
Secondary Summer Learning Hours at North Middle School10:00 AM to 2:00 PM (1/2 hour lunch)
Teachers will be paid $40/hour
Parapros will be paid $20/hour
Job Summary:
Responsible for scheduling, organizing and implementing/arranging for implementation of Project-based learning programs to meet the needs of students determined to be eligible for supplemental programming using summer school eligibility criteria.
Performs duties in accordance with PPS goals and district practices as well as federal law.
The Project Based Learning staff will be responsible for the instruction of students as part of the summer learning curriculum.
Teacher Qualifications: Minimum of a Bachelor’s degree in elementary education and a valid MI Teaching Certification.
Prior experience in education including coordination of supplementary intervention programming preferred.
Prior experience working with students receiving Title I/At Risk programming preferred.
Effective communication skills.
Excellent organization skills.
Knowledge about current education research and best practice.
Skills necessary to use data to inform instructional decisions.
Willingness to work on a team to develop and maintain best practice supplemental education systems.
Excellent attendance patterns and strong work ethic Ability to utilize technology to enhance instruction Training in and experience with CBM assessment.
Ability to establish and maintain effective working relationships with district staff and the public.
Ability to assume responsibility, display initiative, and exercise good judgment.
Proficient computer and document skills.
Excellent verbal and written communication skills.
Paraprofessional Qualifications: High school diploma, GED or equivalent and 60 or more college semester credits Or a passing score on the ETS Paraprofessional Assessment Standards test Experience working with children.
Demonstrated abilities in the area of interpersonal communication.
A high degree of patience, ability and willingness to learn new skills and take direction Proficient computer and document skills.
Excellent verbal and written communication skills.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Essential Duties and Responsibilities: Student choice in designing projects A classroom environment that tolerates error and change Student research in order to access, manage and analyze information Student participation in defining criteria and rubrics to assess projects Reflection used to modify or change project direction and outcome to enhance student growth Formative and summative assessments used to maximize teacher decision making and student growth opportunities Listening and speaking skills are naturally incorporated in student presentation of projects enhancing questioning skills, critical thinking, collaboration and communication.
Exploration of real-world problems and challenges Providing additional learning opportunities for students through multiple modalities Communication with parents through conferences and other means to discuss student’s progress and interpret the school program.
Interacts with students, staff and parents in a positive and professional manner.
Maintains professional competence through in-service education activities provided by the district and self-selected professional growth activities.
Perform all other duties as assigned.
Determine and maintain a flexible schedule for supplemental intervention groups.
Maintain and submit appropriate data, records and reports for students receiving supplemental interventions.
Participate in summer school training activities, including development and maintenance of skills on all research-based supplemental summer school intervention programs (Dates to be determined each year) Participate in planning meetings (usually April, May and beginning of June) Ensure that student progress is assessed and data is analyzed on a regular basis.
Provide data to summer school teacher leaders to accomplish ongoing program evaluation and therefore ensure that the supplementary intervention systems is effective.
Regular and consistent attendance Must have knowledge of and comply with the policies and procedures contained in the Portage Public Schools Employee Handbook.
Project-based learning (PBL) involves students designing, developing, and constructing hands-on solutions to a problem.
The educational value of PBL is that it aims to build students’ creative capacity to work through difficult or ill-structured problems, commonly in small teams.
Typically, PBL takes students through the following phases or steps: Identifying a problem Agreeing on or devising a solution and potential solution path to the problem (i.
e.
, how to achieve the solution) Designing and developing a prototype of the solution Refining the solution based on feedback from experts, instructors, and/or peers Presenting the solution to an authentic audience impacted by the problem Links to online interest forms for Elementary and Secondary Summer Learning Camps Elementary Staff Interest Form High School Staff Interest Form Notice of Non-Discrimination: he Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and gender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.
The following positions at Portage Public Schools have been designated to handle inquiries regarding the nondiscrimination policy: Human Resources Director Brad Galin and Human Resources Manager Jennifer Tuyls.
Contact information: 269-323-5000, 8107 Mustang Drive, Portage, Mi 4900
Performs duties in accordance with PPS goals and district practices as well as federal law.
The Project Based Learning staff will be responsible for the instruction of students as part of the summer learning curriculum.
Teacher Qualifications: Minimum of a Bachelor’s degree in elementary education and a valid MI Teaching Certification.
Prior experience in education including coordination of supplementary intervention programming preferred.
Prior experience working with students receiving Title I/At Risk programming preferred.
Effective communication skills.
Excellent organization skills.
Knowledge about current education research and best practice.
Skills necessary to use data to inform instructional decisions.
Willingness to work on a team to develop and maintain best practice supplemental education systems.
Excellent attendance patterns and strong work ethic Ability to utilize technology to enhance instruction Training in and experience with CBM assessment.
Ability to establish and maintain effective working relationships with district staff and the public.
Ability to assume responsibility, display initiative, and exercise good judgment.
Proficient computer and document skills.
Excellent verbal and written communication skills.
Paraprofessional Qualifications: High school diploma, GED or equivalent and 60 or more college semester credits Or a passing score on the ETS Paraprofessional Assessment Standards test Experience working with children.
Demonstrated abilities in the area of interpersonal communication.
A high degree of patience, ability and willingness to learn new skills and take direction Proficient computer and document skills.
Excellent verbal and written communication skills.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Essential Duties and Responsibilities: Student choice in designing projects A classroom environment that tolerates error and change Student research in order to access, manage and analyze information Student participation in defining criteria and rubrics to assess projects Reflection used to modify or change project direction and outcome to enhance student growth Formative and summative assessments used to maximize teacher decision making and student growth opportunities Listening and speaking skills are naturally incorporated in student presentation of projects enhancing questioning skills, critical thinking, collaboration and communication.
Exploration of real-world problems and challenges Providing additional learning opportunities for students through multiple modalities Communication with parents through conferences and other means to discuss student’s progress and interpret the school program.
Interacts with students, staff and parents in a positive and professional manner.
Maintains professional competence through in-service education activities provided by the district and self-selected professional growth activities.
Perform all other duties as assigned.
Determine and maintain a flexible schedule for supplemental intervention groups.
Maintain and submit appropriate data, records and reports for students receiving supplemental interventions.
Participate in summer school training activities, including development and maintenance of skills on all research-based supplemental summer school intervention programs (Dates to be determined each year) Participate in planning meetings (usually April, May and beginning of June) Ensure that student progress is assessed and data is analyzed on a regular basis.
Provide data to summer school teacher leaders to accomplish ongoing program evaluation and therefore ensure that the supplementary intervention systems is effective.
Regular and consistent attendance Must have knowledge of and comply with the policies and procedures contained in the Portage Public Schools Employee Handbook.
Project-based learning (PBL) involves students designing, developing, and constructing hands-on solutions to a problem.
The educational value of PBL is that it aims to build students’ creative capacity to work through difficult or ill-structured problems, commonly in small teams.
Typically, PBL takes students through the following phases or steps: Identifying a problem Agreeing on or devising a solution and potential solution path to the problem (i.
e.
, how to achieve the solution) Designing and developing a prototype of the solution Refining the solution based on feedback from experts, instructors, and/or peers Presenting the solution to an authentic audience impacted by the problem Links to online interest forms for Elementary and Secondary Summer Learning Camps Elementary Staff Interest Form High School Staff Interest Form Notice of Non-Discrimination: he Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and gender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.
The following positions at Portage Public Schools have been designated to handle inquiries regarding the nondiscrimination policy: Human Resources Director Brad Galin and Human Resources Manager Jennifer Tuyls.
Contact information: 269-323-5000, 8107 Mustang Drive, Portage, Mi 4900
• Phone : (269) 323-5000
• Location : 8107 Mustang Drive, Portage, MI
• Post ID: 9141415549
