MISSION: The mission of Canterbury School is to develop the whole child by challenging the mind and nourishing the spirit in a diverse community guided by Judeo-Christian values.
SUMMARY: Teachers at Canterbury are passionate, innovative, and dedicated members of the Canterbury community who embrace the unique philosophy and traditions of the School while always striving for excellence. Teachers are committed to growth as professionals and individuals, and value and respect every member of the community. Teachers are committed to helping students achieve success and to the mission and values of Canterbury School.
ESSENTIAL DUTIES AND RESPONSIBILITIES OF ALL CANTERBURY TEACHERS INCLUDE THE FOLLOWING:
Demonstrates a desire to meaningfully integrate technology into the classroom.
Employs a variety of teaching methods to engage different learning styles and ability levels in the classroom.
Prepares motivating and stimulating lessons that reflect knowledge of the curriculum, child development, and student abilities.
Encourages an inclusive classroom that accepts the different perspectives and backgrounds of the students and elicits a greater understanding of the world around them with a global perspective.
Utilizes a variety of assessments and uses data in the classroom to develop lessons and instructional activities needed.
Updates curriculum and materials as needed.
Teaching and Learning Environment:
Creates a learning environment that is motivating and age appropriate setting clear expectations for classwork and homework while maintaining current books and instructional resources that support the classroom learning.
Seeks to actively know students’ strengths and weaknesses and responds promptly and with care to parent concerns. Communicates effectively with parents, colleagues, and administrators.
Maintains an accurate and organized system for monitoring student grades and records. Meets reporting deadlines and requirements and follows school-wide procedures for reporting grades.
Prepares well-thought out and thorough conference reports and written documentation on student progress.
Maintains substitute plans and engages substitutes in advance when needed and when possible.
Demonstrates classroom management skills.
Demonstrates a willingness to learn, grow, and improve as a teacher.
Continues to update knowledge of content area(s) taught.
Engages in goal setting and review process with assigned administrator.
Attends and participates appropriately in full, divisional, and departmental/team faculty meetings.
School and Community:
Maintains a positive attitude and approach.
Represents the School in the larger community in a positive manner.
Assists with projects and school-wide initiatives.
Other work-related duties as assigned by supervisor or administrators, including but not limited to advisory group work, routine supervision of student, and carpool, etc.
QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty. The requirements listed below are representative of the knowledge, skill, and/or ability required.
THE FOLLOWING ARE KEY COMPONENTS OF THE MIDDLE SCHOOL LEARNING RESOURCES TEACHER POSITION:
Managing all learning profiles of students who have psycho-educational evaluations. This includes:
Working with the lower school learning resource teacher, LS division director, and MS division director to distill and disseminate the essential accommodations for those students.
Holding teachers (along with the MS Director) accountable for implementing accommodations consistently.
Working with parents to keep evaluations current both for students’ time at Canterbury and for their next school.
Supporting families when they are considering outside professional testing for their child.
Running grade level meetings with faculty that focus on the academic progress of students and keeping a running record of important information and resulting action plans.
Managing the Learning Lab program, which is a pull-out program for a small group of students at each grade level who have demonstrated need for consistent and real-time academic support.
Coordinating the ERB testing program in the middle school in concert with Canterbury’s Curriculum and Assessment Coordinator
Initiating and sustaining conversations around differentiation in instruction that benefit all learners.
Teaching study skills to 5th graders and supporting acquisition of academic strategies and study skills for all MS students.
Serving on the Middle School Student Support Team, which includes the school counselor, Chaplain, Director of Middle School, and Assistant Director of Middle School. That team discusses how to best support students academically, socially, emotionally, etc. The Learning Resources teachers keeps records of these meetings.
EDUCATION and/or EXPERIENCE: Bachelor’s degree with prior teaching experience. A Master’s degree is highly preferred. Candidates must have excellent writing, interpersonal, and organizational skills, and the ability to work with independence in dealing with the diverse elements of the academic environment. This position requires confidentiality and professionalism.
Canterbury School was founded in 1993 as a co-educational Episcopal day school and serves 380 students from PreK through 8th grade. Our PreK-8th grade structure: concentrates resources on the education of young children; our small size means every child is individually known and loved; we educate the whole child: mind, body and spirit; and as an Episcopal School, we have a tradition of strong academics in an environment that values diversity.