KIPP Dallas-Fort Worth

Dallas, TX

Type: Instructional
Full Time/Part Time: Full-Time
Start Date: 2018-19 School Year
Subject: Spanish
Grade: 9

Organization: KIPP Dallas-Fort Worth
Preferred Locations:

Contact:  
Email:

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2018-2019 Founding High School Teacher - Spanish

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KIPP Dallas-Fort Worth

Dallas, TX

Type: Instructional
Full Time/Part Time: Full-Time
Start Date: 2018-19 School Year
Subject: Spanish
Grade: 9

Organization: KIPP Dallas-Fort Worth
Preferred Locations:

Contact:  
Email:

**KIPP Dallas-Fort Worth is seeking teachers and leaders for the 2018-2019 school year for the region’s first high school which will open with 9th grade this fall. However, we will not contact candidates regarding the status of their application until late October 2017**
 
Job Title: Founding High School Teacher
FLSA Status: Exempt
Department: KIPP Dallas-Fort Worth
Position Reports To: School Leader

 
KIPP DFW OVERVIEW
Regional Mission
Provide children in under resourced communities with a free, rigorous, high-quality education that offers the knowledge, skills, and character traits necessary to thrive in school, college, and the competitive world beyond.
 
KIPP DFW is part of the Knowledge is Power Program (KIPP), a national network of 209 free, open-enrollment, college-preparatory public charter schools serving nearly 70,000 students in 20 states and the District of Columbia.  KIPP DFW is currently comprised of six public charter schools serving elementary and middle school students in the southern Dallas region, and is amidst a rapid growth plan that will result in a total of ten schools providing quality education options to 5,000 students in kindergarten through 12th grade in the most under resourced Dallas-Fort Worth communities by 2021. The region is excited to announce the founding and opening of its first High School, KIPP Oak Cliff Academy, for SY 2018-2019.

At KIPP DFW, there are no shortcuts: outstanding educators, more time in school, a rigorous college-preparatory curriculum, and a strong culture of achievement and support help our students make significant academic gains and continue to excel in college and career. Approximately 90 percent of our students are considered economically disadvantaged and most students come from neighborhoods where less than five percent of residents graduate from college. At a time when many have given up on public education – and the future of inner-city children – KIPP schools are raising expectations. Our students are outperforming their peers and advancing toward college because we set high standards, inspire achievement, and instill confidence.

 
 
 
 
 
KIPP OAK CLIFF ACADEMY OVERVIEW
School Vision
We engage as conscious leaders, rooting our efforts in an understanding of self and others. Through a rigorous interdisciplinary, inquiry-based education, we will navigate and impact the social, economic, and political landscape of our local and global community.
 
School Values
Perspective Patience Perseverance Precision Principle
 
At KIPP Oak Cliff Academy we will be unafraid to confront the world unveiled. We will engage actively and respectfully through multiple perspectives. We will focus on consistently accurate and extensive academic content. We will rise by lifting ourselves and others. We will navigate ambiguity across social, economic and political, local and global contexts, acknowledging, supporting, and challenging the notion of truth. Self-awareness will grow our pride. Collaboration will inspire our hope. Reflection will build our confidence. A commitment to improvement and an ever expanding consciousness of our racial and ethnic identities will drive our optimism as we embrace and freely engage in the learning environment.
 
We believe…
  • A critical consciousness of our identity and personal narrative fuels passion and drive
  • A strong understanding of self is key to accessing our intellectual and social capacity
  • No two days, no two people, and no two places are the same. Our ability to navigate through differences is fundamental to our co-existence
  • A strong balance between precise thinking and articulate communication can generate and sustain multifaceted relationships
  • Teaching and learning is not an individual endeavor. We teach and learn as part of a team, recognizing and celebrating our collective effort
  • Challenges and obstacles are part of the learning process. We creatively problem solve and find a way or make one to get our students and families what they need
  • Excellence is obtainable through deliberate practice, giving and receiving feedback, and constant reflection
  • In the power of our broader community. We actively and learn from and seek partnerships that will support our students, their families, and our vision
 
Position Overview
Through a deep rooted belief and commitment to our school vision and values, Founding Teachers are responsible for delivering effective, high-quality, rigorous instruction in their content areas that produces unmatched student learning. Promoting a college-preparatory culture, our Founding Teachers will assist students on the journey to and through college, leading the decision-making process for the establishment of learning experiences from the stages of vision to execution.  We realize that the outcomes our students deserve necessitate continuously strong teaching from the time our students enter kindergarten until they graduate from college. As such, our Founding Teachers will work closely with the school leadership team to ensure that our students learn, grow, and eventually achieve transformative life outcomes. Our Founding Teachers will be responsible for ensuring that our students have the opportunity to learn in an environment of joyful, excellent teaching. Whatever it takes. No excuses.


Our staff…
  • Express comfort with people who are both similar to and different from them and engage respectfully with all people
  • Develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity group(s)
  • Respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way
  • Respond to cultural diversity by building empathy, respect, understanding and connection
  • Examine cultural diversity in social, economic and political contexts rather than in ways that are superficial or oversimplified
  • Create bonds with each other, our families, our community, and our students through a sincere desire to understand others
  • Believe that all students can and will learn
  • Are eager and continuous learners of their content matter and of the broader community
  • See students as people first and demonstrate respect, love, and joy for the people they are and will become. Our students and families should know that we love what we do  
 
Duties and responsibilities include, but are not limited to the following:
  • Plan a program of study and unit/weekly lessons that are aligned with the school’s curriculum and that meets the individual needs, interests, and abilities of the students.
  • Create a classroom environment that is conducive to learning and is developmentally appropriate to the maturity and interests of the students
  • Employ a variety of instructional techniques and instructional media consistent with best practices, specific content knowledge, and the needs and capabilities of the individuals or student groups involved
  • Implement, by instruction and action, the region and school’s philosophy of education, curriculum, and instructional goals and objectives
  • Research and apply research-based practices to content area
  • Utilize diagnostic assessment tools to identify learning strengths and needs of every student, on a regular basis, for the purpose of intervention and/or acceleration toward academic, college, and career readiness standards
  • Develop measurable instructional goals and systems to track progress for all students relative to academic goals.
  • Take necessary and reasonable precautions to assure safety in the classroom and the school for all students
  • Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations
  • Assist the school leadership team in implementing all policies and rules governing student life and conduct
  • Make provisions for being available to the students and to the parents for education-related purposes outside of the instructional day when required or requested to do so under reasonable terms
  • Plan for and participate in extracurricular/enrichment activities designed as opportunities to support students’ academic and character development
  • Maintain professional relationships with colleagues
  • Receive and seek regular observation and instructional feedback for continued growth
  • Actively engage in all professional development opportunities
  • Perform other job-related duties as assigned
 
 
Qualifications:
  • Bachelor’s degree, required
  • At least two years’ experience as a lead teacher/teacher of record educator in middle or high school classrooms in a traditionally disenfranchised community, required
  • English as a Second Language (ESL) Supplemental certification or commitment to work towards ESL certification, required
  • State of Texas teaching certification in content or commitment to enroll in preferred Texas certification program, required
  • Demonstrated strong achievement results and documented growth, required
  • Spanish-speaking proficiency, preferred
 
Professional Hours:
  • Instructional day: 8:24AM to 4:30PM
  • Work day: Once a week, 7:00AM to 5PM. All other days, 7:45AM to 5PM
  • Extended school year: Students attend from mid-August through early June
  • Professional Development:
    • Summer: 3 ½ weeks from mid-July through mid-August
    • School year: Ongoing on a weekly basis, with the exception of monthly “wellness” days (Early release at 3:00PM)
 
Compensation:
Salary for this position is competitive and dependent upon prior experience. In addition, a comprehensive benefits package is included.
 
Work Environment:
The work environment characteristics described here are representative of those that must be met by the employee to successfully perform the essential functions of this job. Position will have periods of extended work week hours, which is required to support both the ongoing development of the school and the delivery of high quality education for all students.
 
Physical Demands:
The physical demands characteristics described here are representative of those that must be met by the employee to successfully perform the essential functions of this job. Position may require limited travel, periodic participation in activities to support the school vision, and long periods of standing and sitting.

General Sign-Off:
The employee is expected to adhere to all company policies.  Duties may be changed at the discretion of KIPP DFW at any time.

Contact Information:
Please submit application, cover letter, and resume online at www.kippdfw.org/careers, including contact information for three references, including at least one current/former supervisor. For more information on KIPP, please visit www.kipp.org.

KIPP Dallas-Fort Worth is committed to a policy of equal treatment for all individuals applying for employment. KIPP Dallas-Fort Worth does not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, or national or ethnic origin