Address
Form of workPosition Type:
Teacher Assignment/Grades 9-12 (2337)
Date Posted:
10/2/2023
Location:
Lasalle
Date Available:
ASAP
Closing Date:
12/01/2023
Auxiliary and Title I teachers that Cincinnati Public Schools hires and assigns to nonpublic schools are there to work with and teach students who are in need of academic support beyond the regular classroom. The school identifies the targeted grade levels and subject areas for service in their school improvement design. The teacher assists the school in identifying the neediest academically. The teacher and principal then build a schedule together to serve as many of the students as possible. Working with small groups of 4-6 six students at a time is ideal but student group size can vary depending on the specific circumstances of the need and school schedule.
The goal of this instruction is to enable the students to achieve state standards and to achieve in the regular classroom. Teachers collaborate with the regular classroom teacher.
Teachers are expected to monitor growth through the use of their own developed assessments, a progress monitoring tool the school uses, or a progress monitoring tool the teacher purchases for use with her students.
A lengthy list of required documentation is required for the teacher to maintain in order to satisfy both district expectations of service and state and federal expectations. This documentation is often audited by the state.
Funding for Auxiliary staff is provided to nonpublics through the state's allocation to public districts. Funding for Title I staff is provided by the federal government in the same manner. All funds are managed by the public school district for qualifying nonpublic schools. Nonreligious nonpublic schools are allowed to manage their own state Auxiliary funds.
Teacher Assignment/Grades 9-12 (2337)
Date Posted:
10/2/2023
Location:
Lasalle
Date Available:
ASAP
Closing Date:
12/01/2023
Auxiliary and Title I teachers that Cincinnati Public Schools hires and assigns to nonpublic schools are there to work with and teach students who are in need of academic support beyond the regular classroom. The school identifies the targeted grade levels and subject areas for service in their school improvement design. The teacher assists the school in identifying the neediest academically. The teacher and principal then build a schedule together to serve as many of the students as possible. Working with small groups of 4-6 six students at a time is ideal but student group size can vary depending on the specific circumstances of the need and school schedule.
The goal of this instruction is to enable the students to achieve state standards and to achieve in the regular classroom. Teachers collaborate with the regular classroom teacher.
Teachers are expected to monitor growth through the use of their own developed assessments, a progress monitoring tool the school uses, or a progress monitoring tool the teacher purchases for use with her students.
A lengthy list of required documentation is required for the teacher to maintain in order to satisfy both district expectations of service and state and federal expectations. This documentation is often audited by the state.
Funding for Auxiliary staff is provided to nonpublics through the state's allocation to public districts. Funding for Title I staff is provided by the federal government in the same manner. All funds are managed by the public school district for qualifying nonpublic schools. Nonreligious nonpublic schools are allowed to manage their own state Auxiliary funds.
