The role of lower school teacher entails creating a class environment that supports student achievement and is favorable to learning and personal growth; establishing effective rapport with students; motivating students to develop skills, knowledge and attitudes needed to provide a good foundation for future academic achievement in accordance with each students’ ability and establishing good relationships with parents and staff members.
Plans and develops lessons according to curriculum guidelines of AIM and PAIS standards. Lesson plans must often be differentiated and tailored to individual students working at multiple levels of academic ability and remain in accordance with previous achievement.
Submits teaching materials and written lesson assignments/objectives, reflecting the framework and curriculum guidelines set forth by AIM, by the date established by the school.
Presents specific and differentiated lesson plans, using a variety of techniques, including, but not limited to, lectures, projects, exhibits, field trips, audiovisual and library resources, computers, and the Internet.
Works with the school and Director of Curriculum and Instruction to generate professional goals and to determine a timeline and plan for achieving them. An example might be planning professional development to become a Wilson or LETRS trainer.
Prepares assignments/projects and/or tests that assess student knowledge while taking in consideration specific student needs (specific IEP goals). Monitors, assists, corrects, and grades student performances.
Participates in progress monitoring program in accordance with individual progress monitoring plans as determined by the progress monitoring team. As such, participates in and prepares for all scheduled progress monitoring meetings and decisions regarding student programming and generation of academic goals.
New teachers: As part of the first-year mentoring program, new teachers will receive support in administering, scoring and inputting progress monitoring information.
Returning teachers: Are expected to administer, score and input progress monitoring data on a schedule as determined by the progress monitoring team.
Maintains and carries out policies adopted by AIM and of the administration.
Completes morning, lunch, recess and dismissal duties, as assigned.
Attends all scheduled meetings, including faculty meetings, all progress monitoring meetings, professional development meetings, mentoring meetings, and professional learning community meetings before, during or after school hours, as required by the Executive or Associate Director, Head of School, and/or the Head of Lower School.
Establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom.
Keeps records of academic performance, attendance, and social acclimation. Reports on all aspects of student development for school records and parents; conducts parent-teacher conferences on both a regularly scheduled and as-needed basis.
Consults with other professionals where there appears to be evidence of learning disabilities or problems of social adjustment. Coordinates decisions with parents concerning any specialized intervention that appears warranted.
Recommends promotion and/or placement of students in appropriate classroom situation for ensuing year.
Prepares any and all reports in a timely fashion as required by school. This includes, but is not limited to, thorough and well-written narratives, evaluation documents and progress monitoring data.
Works for AIM on a full-time basis during school hours and shall not be engaged in any other work except as otherwise approved in advance by the school. The school day is 7:45 a.m. to 3:30 p.m., Monday through Friday, except during school vacations and designated holidays. In addition to these hours, teachers are expected to spend the time necessary outside school hours to prepare fully for all classroom and other assigned responsibilities.
Ensures continued certification from all relevant authorities, including Commonwealth of Pennsylvania.
All proper licensure, certifications, and clearances to work as a teacher in the Commonwealth of Pennsylvania.
All proper licensure, certifications, and clearances to work for AIM including:
Special Education Certification or,
A certification in specific area of expertise;
Such alternatives to the above qualifications as the Executive Director may find appropriate and acceptable.
All necessary clearances, including:
Child abuse clearance;
Criminal Background check;
Federal Bureau of Investigation fingerprint check; and
School Personnel Health Record with current Pulmonary Tuberculosis (TB) Skin Test.
About AIM Academy
AIM Academy is an independent co-educational college prep school serving bright students with language-based learning differences in grades 1-12. AIM was founded in 2006 and moved to its current location in Whitemarsh, Pennsylvania in 2012.