POSITION SUMMARY: 

The Teacher will provide guidance and instructional experiences in specified course of study that are culturally, academically, and developmentally appropriate for each student assigned to that classroom using a variety of instructional practices to meet our students’ holistic needs; this means selecting Native approaches to education guided by SFIS Pedagogy to implement the SFIS Curriculum and Health and Wellness Program.

Essential Duties and Responsibilities:

• Teachers are responsible for following and implementing the SFIS course curriculum and are expected to follow the scope and sequence and guidelines outlined within the course curriculum.

• Communicate accurately and effectively in the content area and maintain a professional rapport with students.
• Obtain feedback from and communicate with students in a manner which enhances student learning and understanding.
• Utilize a variety of teaching methods and resources for each area taught.
• Encourage the development of student involvement, responsibility, and critical thinking skills.
• Manage the classroom to ensure the best use of instructional time.
• Create an atmosphere conducive to learning and self-discipline.
• Follow Board of Trustees policies and administrative rules and regulations.

• Communicate accurate and up-to-date information to students in a way that enhances student learning.
• Manage time appropriately.

• Cooperate with administration, parents, and co-workers.
• Create a positive atmosphere and arrange the physical environment of the classroom for optimum learning.
• Prepare for instruction and show evidence of preparation.
• Demonstrate concern for student’s wellbeing and positive self-esteem.
• Take precautions to protect equipment, materials, and facilities.
• Maintain accurate and complete records as required by the school, and reports progress or lack thereof to parents in a timely manner.
• Leave adequate preparations for a substitute.
• Develop and implement appropriate classroom management strategies while maintaining high expectations for student behavior.
• Encourage cooperation between students.
• Maintain student involvement in appropriate tasks.
• Use and apply appropriate conflict resolution skills.
• Demonstrate public relations skills.
• Use appropriate techniques, strategies, and materials to achieve the desired instructional goal.
• Adapt the curriculum to meet the needs of individual students.

• Use current technology for instruction and management purposes, if appropriate/approved for tribal language.

• Use diagnostic data to improve instructional programs.
• Select, use, and interpret evaluation data.
• Available to parents, students, administration, and peers outside the school day, if needed.
• Spend time beyond the school day grading, and recording papers, planning instruction, etc.
• Attend and supervise students during special activities that take place during the school day: assemblies, pep rallies, opportunity fairs, etc.
• Report suspected child abuse and neglect.
• Responsible for students on field trips.
• Conduct lunch duty as assigned.
• Act as a good role model within the context of the school.
• May supervise educational assistants, practicum students, student teachers, and high school vocational lab students.

• Implement the Course Curriculum.
• Make appropriate contact with students and parents.
• Implement and enforce the Partnership for Student Success Handbook.
• Develop and use community and professional resources.
• Understand and apply traditional learning theories.
• Accept other responsibilities as deemed necessary by the supervisor.

Knowledge, Skills, and Abilities Required:

• Excellent Microsoft Word, Excel, & PowerPoint skills;
• Organization, time management, and task prioritization skills;
• Ability to communicate respectfully, clearly, and concisely in person, by telephone, and though written forms (e.g., paper, email, text, social media);
• High level of integrity, commitment, and work ethic;
• Proficient word processing, email, spreadsheets, and cloud computing (Google suite) skills
• Organization, time management, task prioritization skills
• Excellent interpersonal and communication skills
• Demonstrate problem solving skills
• Ability to adapt to a fast paced environment
• Ability to establish and maintain effective working relationships with students, faculty, and staff and community in a variety of roles and positions.
• Ability to work effectively under pressure.
• Ability to use computers, specialized software, and/or other electronic equipment to fulfill job functions.

Minimum Qualifications:

• Bachelor’s Degree in education or related field
• Valid NM Teaching License from the State of NM Public Education Department
• Experience working with Native American students preferred.
• Must possess a valid NM Driver’s License.
• Must complete and successfully pass a complete background investigation, including FBI fingerprint check.

Valid NM Teaching License with ELA Endorsement.  Experience working with Native American Students, preferred.

About Santa Fe Indian School

Santa Fe Indian School (SFIS) was established in 1890 to educate the Native American children from the tribes throughout the southwest. The School was established by the federal government during the Boarding School era with a charge to assimilate the native child. The established belief at that time was if you could remove an Indian child from their community, prohibit them from practicing their native language and beliefs, you could remove the cultural and individual identity of the children providing the opportunity to impart new standards for living the American way of life. “Kill the Indian to save the man” was a term penned by General Richard Henry Pratt, the individual charged to deal with the “Indian problem” and responsible for creating the first boarding school in Carlisle, Pennsylvania in 1879. At one time there were 25 boarding schools, established by the US Department of War, located in 15 states with the largest native populations. New Mexico had two boarding schools – the other was located in Albuquerque, New Mexico. The 1920s represented a shift in federal Indian policy. The Meriam Report was commissioned in 1928 and documented the condition of American Indians o...n Indian reservations. In 1933, the Indian New Deal became part of President Franklin Roosevelt’s New Deal. The Bureau of Indian Affairs was established and charged with the protection of the American Indian. American Indians in New Mexico boarding schools thrived creating a 180 degree shift in Indian education. This can be directly attributed to Pueblo core values; resiliency and perseverance directly contributed to our current status – survivors. The history of Santa Fe Indian School uniquely reflects federal and state policies and politics. The All Indian Pueblo Council, utilizing P.L. 93-638, the Indian Self-Determination Act and Educational Assistance Act, was the first Indian organization to contract for the education of their children. Later P. L. 95-561, the Education Amendments, and the technical amendments P. L. 98-511 and P. L. 100-297 allowed SFIS to become a tribally controlled school governed by a Board of Trustees. In 2000, with the signing of the Santa Fe Indian School Act, this land was turned over to be held in trust for the 19 Pueblo Governors of New Mexico. This has allowed SFIS to build a program based on educational sovereignty – the right and responsibility to educate New Mexico Indian children in manner that supports their cultural and traditional belief systems. In 2003 staff created a statement that would become the measure of our success as an institution, the “Ideal Graduate.” As part of our continuous improvement plan, we are operationalizing this statement by honoring native knowledge while simultaneously preparing our students to become critical thinking problem solvers prepared to engage in the world at large and in their respective communities. The Ideal Graduate: Santa Fe Indian School graduates will understand the issues facing tribes in the Southwest and will be committed to maintaining Native American cultural values. They will participate in the culture of their communities and will have the skills to pursue the education and careers that will benefit them, their families, and their people. These skills include: Creative problem solving, using the analysis of complex problems, the synthesis of collected data, and the communication of clear solutions; Critical, confident, independent and interdependent, life-long learning; Working productively with all types of people and making good choices.

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Connections working at Santa Fe Indian School