Revolution School, a high school serving students in grades 9-12, seeks founding educators to empower students to “break down the walls between learning and life.” At Revolution, young people engage in integrated, relevant, and active learning. Students intentionally focus on maintaining wellness and fostering joy. Revolution School values individuality as a strength and actively fosters diversity in all its forms within and beyond our community. To learn more about these values and our methodologies, candidates are highly encouraged to visit our website: revolutionschool.org.
ROLES & RESPONSIBILITIES:
On a daily basis faculty must frequently problem solve, make decisions, supervise students, manage groups, interpret data, assess, organize, write, plan, and clearly communicate.
Advisory & Student Life: Faculty design for individual student social, emotional, and intellectual needs and maintain a strong commitment to community-wide efforts which nurture positive school culture. Faculty run a formal advisory program and support students in the co-creation of extra-curricular programming at the school. As advisors, faculty build strong relationships, implement a curriculum, monitor progress, and act as the point of contact for advisee families as needs arise.
Program Development Role & Technology: Faculty design projects in alignment with Revolution School Project Requirements. They develop individual student learning plans. Whereas technology is often an effective and helpful tool for learning and program design, faculty should have an active, growth-minded approach to its use.
Learning Facilitation & Assessment: Faculty utilize a student-centered model to implement projects, oversee learning labs, and recognize moments to engage students in growing as learners, thinkers, and collaborators. Faculty utilize a variety of assessment tools for capturing growth and learning of academic content and non-cognitive skills. A familiarity with comprehensive assessment models is appreciated, though training will be provided. As our program is place-based, faculty expertly facilitate learning experiences outside of traditional classroom spaces.
Safety: At Revolution School, faculty and students use the city as their classroom. Faculty exercise excellent professional judgment when proposing and implementing activities, and they follow Safety Protocols for daily operations. Faculty maintain safe spaces for students and engage in difficult and productive identity work, reflecting our commitment to diversity, equity, and inclusion.
Networking: Revolution School faculty co-teach, and co-create curriculum. Faculty must collaborate with both the Revolution School team and community partners to respond flexibly to opportunities and implement the program. Our commitment to authentically-situated, public-facing presentations of student learning requires that faculty engage routinely with community sources for ideas and manage a portfolio of key relationships for the school.
QUALIFICATIONS AND/OR EXPERIENCE:
Experience teaching in middle school or high school required
Completion of at least 6 credits in education theory and 18 credits in a foreign/world language (Spanish preferred); these credits may include communication (speaking/ writing), language structure, culture, studies of country of selected language
Demonstrable excellence in progressive, student-centered, or project-based teaching practices preferred
Evidence of experience initiating and designing opportunities for students is highly desirable
A bachelor’s degree required
Coursework or continuing education in human development/advising preferred
Faculty frequently work in outdoor weather conditions and in spaces outside the school building. Place-based curriculum places additional physical demands on faculty. Faculty must be willing to operate school vehicles.