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Form of workTitle of Position:Acceleration Academy Teacher, Grades 6 - 12 School Year:2023-2024 Program Dates:February 20 - 23, 2024 (Grade 10 Math & ELA)April 16 - 19, 2024 (Grades 6-10 Math & Science) Location/Time:7:30 am - 2:00 pm February dates will be at Marlborough High SchoolApril dates will be at 1 LT. Charles W. Whitcomb School Compensation:$3,000.00 stipend Application Instructions:Please indicate program week(s) and course subject in your cover letter.
Organizational Relationship or Line of Authority:Acceleration Academy Administrator or Building Administrator Program Summary:An Acceleration Academy is a week-long academic program designed to accelerate student learning through engaging, standards-aligned lessons that meet the specific academic needs of students participating in the program. Each Acceleration Academy focuses on a specific content area and students who attend an Academy receive the equivalent of approximately one extra month of learning in one week. Acceleration Academy classes will provide students with targeted supports to master grade-level standards.
Statement of Duties:Responsible for instructional and general duties as indicated by the Acceleration Academy Administrator.Plan, prepare for and provide instruction in course subjects in accordance with requirements for student to recover lost credit.Maintain student attendance and submit to Administrator at the conclusion of the program.Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.Ability to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills de?ned in state standards/local curricula.Designs and administers informal and formal assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate di?erentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scafolds and adapted instruction and/or materials to accommodate di?erences in learning styles, needs, interest and levels of readiness.Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are preventedUses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner sta?) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.Uses strategies to support every family to participate actively and appropriately in the classroom and school community.Employs two-way communication with families about student performance and learning and responds promptly and respectfully to communications from families.Shows understanding of and sensitivity to different families' home language, culture, and values.Respects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.Seeks out and applies ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.Effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.Consistently fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations.Qualifications:Licensed by the Department of Elementary & Secondary Education as a Middle or High School Teacher in the relevant content area.Bachelor's or higher earned academic degree.Bilingual (Spanish or Portuguese) preferredSuch alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.Abilities:Technology Use - School System Data base, standard Microsoft and Google products and web-based sites.Learning Strategies - Selecting and using instructional methods and procedures appropriate for the situation.Written and Oral Comprehension and Expression - Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand.Team Player- Being respectful as part of a team and displaying constructive, collaborative behaviors. An Equal Opportunity EmployerIt is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, sexual orientation, religion, national origin, color, homelessness, gender identity, age or disability in its education programs, services, activities, or employment practices.
