Ministerial Expectations It is understood and expected that the work of the Catholic Church, its agencies and institutions, has characteristics that differentiate it from the work of other secular and non-Catholic agencies and institutions as a specifically religious institution performing a religious function and mission. Teachers working in a Catholic School agree to work diligently to support and strengthen the Catholic Church and its value system. By word and example, teachers support all the official religious teachings of the Catholic Church throughout their personal and professional lives. Teachers agree to play a substantial role in conveying the Catholic Church’s message and carrying out its mission. The ministry of teachers embraces the following purposes:
· To teach and witness to the tenets of the Catholic faith
· To integrate learning with faith
· To instill a sense of Christ’s mission, charity, and service to others
· To draw the school community into worship
· To pass on the Catholic Christian faith to each student
· To build, support and maintain Catholic identity throughout the school
Teachers in a Catholic School accept their roles as ministers in a faith community. Their teaching ministry extends to the formation of the whole person. Teachers are expected to act and speak in public in a way that supports the Roman Catholic Church and its teachings including our belief:
· in the life and dignity of every human person, regardless of age, status, or condition.
· in the centrality of the family for a good society and in Christian marriage defined as the lifelong union of one man and one woman open to participating in the power of God’s procreative love.
· in the call to witness and proclaim the Catholic faith and its social and moral teachings in public dialogue, and
· in working to assure that we continue to have and enjoy the rights of religious freedom in our country.
Instructional Expectations The Resource Teacher's / Academic Interventionist's primary function is to assist students who are achieving below grade-level expectations in the areas of reading and/or mathematics. This person acts as an advocate for students who are in need of assistance in acquiring skills basic to academic success and social / emotional well-being. This teacher's responsibilities include assisting with all meetings of the school Teacher Assistance Team; and teaching, coaching, leading, and overseeing interventions designed by this Team. He or she must be familiar with planning and implementing Response to Intervention (RtI) and MTSS strategies and must be willing to assume a leadership role in assessing students and in designing programs and services to meet their individual needs. The Resource Teacher / Academic Interventionist must be an excellent communicator who is willing and able to involve parents and classroom teachers in supporting the modifications and accommodations designed to assist their children.
Under the general supervision of the School Principal, the Resource Teacher / Interventionist will:
-serve as a positive role model and support the teachings of the Roman Catholic Church at all times.
-create a faith-focused learning environment within his or her classroom and school.
-create a vibrant Catholic culture in his or her classroom that is emphasized through the candidate's words, deeds, manners of dress, and actions.
-integrate religion within lessons as appropriate.
-facilitate student success and growth in faith formation, academics, and interpersonal skills.
-implement interventions designed by the school's Teacher Assistance Team with fidelity.
-document and communicate teaching practices and student progress, activities, and outcomes.
-differentiate instruction to address specific educational needs of individual students
-create a flexible, safe, and optimal learning environment.
-regularly provide feedback to students, parents and administration regarding student progress, expectations, and goals in academic areas.
-collaborate with classroom teachers to design individualized lessons to build key reading, and language skills.
Essential Functions The responsibilities of the Resource Interventionist Teacher include, but are not limited to: · leading and supporting the school's RtI (Response to Intervention) / MTSS initiatives.
· identifying students in need of small group or individual reading or math interventions through the use of assessment data
· screening individual students to establish the appropriate reading and math placement for each child.
· providing small group or individual interventions to address identified student needs.
· utilizing push-in and pull-out strategies as well as At-Home Learning lessons to deliver services.
· planning, designing, executing, and assessing quality At-Home Learning lessons as necessary using a variety of electronic platforms such as Seesaw. Google Classroom, Zoom, etc.
· assessing student progress regularly and using assessment results to improve subsequent instruction.
· providing coaching to instructional staff by acting as a resource to classroom teachers and content-area specialists.
· assisting teachers in organizing their academic programs, selecting materials, implementing teaching techniques, and in relating their instructional program to the special needs of individual students.
· presenting demonstration lessons in the teaching of reading / literacy and math instructional strategies as requested or required.
· providing professional development support in the implementation of research-based best practices.
· working with teachers and other educators to develop and implement plans that meet the needs of all students.
· maintaining frequent communication with the school principal and parents regarding student growth data and progress.
· regularly conferring with the principal regarding the needs of students and the continuous improvement of academic programs.
Additional Duties Performs other related tasks as assigned by the Principal and/or Catholic Schools Office administrators as designated by the Superintendent of Catholic Schools.
Travel Requirements Travels to school district buildings and professional meetings as required.
Knowledge, Skills and Abilities · Knowledge of current teaching methods and educational pedagogy in reading, mathematics, and Special Education.
· Knowledge of elementary school reading/language arts and mathematics curricula and concepts.
· Knowledge and practice of the Catholic faith.
· Knowledge of data information systems, data analysis procedures, and the formulation of data-informed interventions.
· Knowledge of applicable federal and state laws regarding education and students.
· Ability to use computer network systems and software applications.
· Ability to collaborate with classroom teachers and to assist them in differentiating instruction.
· Ability to document and communicate student progress.
· Ability to organize and coordinate work.
· Ability to reflect upon and to self-evaluate performance and professional growth.
· Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
· Ability to clearly communicate with all constituents including (but not limited to); school administration, pastors, parish priests, colleagues, students, parents, and prospective parents.
Physical and Mental Demands, Work Hazards - Works in standard office and school building environments.
- Ability to work outdoors during outdoor student activities.
-While performing the duties of this job, the employee is regularly required to talk or hear.
-The employee is frequently required to stand; walk; use hands to finger, handle or feel; and reach with hands and arms.
-Ability to stand, sit, or walk for extended periods of time.
-Ability to walk up and down multiple flights of stairs on a regular basis.
-Physically able to perform the duties as assigned including the ability to lift up to 20-30 pounds if needed.
Qualifications Profile Certification/Licensure: The candidate must hold a current Illinois Professional Educator License (PEL).
· Endorsement(s) in Special Education, LBS1, Reading, or Mathematics is desirable.
Education · Bachelor’s Degree from an accredited college or university in Special Education, Elementary Education, or a related discipline.
· A Master’s Degree in a related area is preferred
Experience · Experience in an instructional or a Special Education leadership role is a plus.
· Experience in administering benchmark assessments and in using this data to drive student instruction is preferred.
· Previous experience in utilizing differentiation strategies to meet the instructional and social-emotional needs of individual learners is preferred.
· An understanding of the RtI / MTSS processes and the roles of the Teacher Assistance Team.
· Exceptional classroom management and strong communication skills, both written and verbal, are essential to success in this role.
Work Schedule · This can be a full-time (benefitted) position.
· Daily compensation is in accordance with Category (degrees earned) and Step (years of experience) placement on the current Catholic Schools Office
Scales for Ready Reference teacher salary schedule.
To Apply for this Position Complete an online Diocese of Joliet Catholic Schools Office
Frontline Applicant Tracking application. This may be accessed at the following link:
https://www.applitrack.com/dioceseofjoliet/onlineapp/ Review of applications will begin as complete applications are received. Hard copy or incomplete applications will not be considered.