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Gifted Help Wanted!
These organizations are seeking employees in gifted fields.
Please contact the organization directly, as specified, for more
information.
Hoagies' Gifted Education Page is not responsible for the
positions represented by these postings, and offers this space as a service to the gifted community.
Click for details...
Merle Sidener Gifted Academy (Indianapolis, IN)
Merle Sidener Gifted Academy 359 is seeking an elementary principal.
Job Number 4600108174
MISSION:
The mission of the Indianapolis Public Schools is to prepare and
empower all students for life.
VISION:
IPS will be the flagship in innovative urban education, preparing
all students to be successful in the global economy.
SUMMARY:
The Principal at Merle Sidener Academy for High Ability assumes
basic responsibility for providing effective leadership in the
organization, administration and supervision of the educational
program of an elementary school within the school system.
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.
Curriculum and Instruction Responsibilities
 | Provide leadership and support for 2nd through 8th grade
education efforts to develop, implement, evaluate and monitor
gifted and talented education curriculum. |
| Possess considerable knowledge of current research, theory,
principles and practices within the Gifted and Talented
Education area with an emphasis on research based interventions
including the Response to Intervention (RTI) model, continuous
educational improvement, professional development, and program
administration. |
| Nurtures creativity in all its aspects of thinking, feeling,
intuiting, and expressing talent through products. |
| Ability to access, retrieve, evaluate, disseminate best
educational practices based upon scientific research, and
databases using electronic networks. |
| Provides the necessary leadership to ensure school success
as measured by the IPS and Indiana standards for accountability. |
| Develops and implements a school-wide evaluation program
that consists of varied methods of assessment. |
| Supervises all activities and programs that are outgrowths
of the school's curriculum. |
| Has knowledge and understanding of the cognitive, social,
and emotional characteristics, needs, and problems found in
gifted students as a result of their atypical mental
development. |
| Work in conjunction with classroom teachers to provide
instruction in higher level thinking skills and problem solving
skills for all students' positive outlook and "do whatever it
takes" attitude, high ideals and be able to motivate and manage
a team of teachers. |
Management Responsibilities
| Fosters a school climate, which ensures school-based
decision making. |
| Provides and facilitates an organized educational
environment. |
| Maintains accurate and up-to-date records and submits
required reports promptly. |
| Develops and implements a school schedule that meets both
the elementary and secondary level of instructional needs. |
| Programs classes within established guides to meet student
needs |
| Supervises all professional, paraprofessional,
administrative, and non-professional personnel attached to the
school. |
| Supervises and evaluates the school's extracurricular
program. |
| Serve as a member of the school team which is made up of the
principal and classroom teacher, communicating frequently and
regularly with parents of the gifted students. |
| Work in conjunction with classroom teachers to provide
instruction in higher level thinking skills and problem solving
skills for all students' positive outlook and "do whatever it
takes" attitude, high ideals and be able to motivate and manage
a team of teachers. |
| Engage parents and community members in the educational
process and create an environment, in which community resources
support student learning and achievement. |
| Serve as a positive force in establishing and sustaining a
collaborative environment to promote learning and achievement of
students through regular observation and monitoring of teachers |
Communication and Community Engagement Responsibilities
| Ability to establish and maintain effective working
relationships with a diverse group of professionals, to
communicate effectively with others using verbal and written
skills. |
| Maintains active relationships with students and parents. |
| Establishes and maintains strong and favorable relationships
with local community groups and individuals. |
| Communicates skillfully with students, staff members, and
central office personnel concerning problems and progress in the
school. |
| Create an environment in which the gifted can use their
strengths, explore their personal and interpersonal development,
risk new areas of thought and action and feel challenged. |
| Encourage in gifted learners a sense of social awareness and
commitment to humanity and to their environment, and a respect
for the worth and dignity of others. |
| Establishes and maintains favorable relationships with local
community groups and individuals to foster understanding and
solicit support for overall school objectives and programs; to
interpret Board policies and administrative directives; and to
discuss and resolve individual student problems. |
Other Responsibilities:
| Excellent oral and written communication skills |
| Keeps the superintendent informed of the school's activities
and problems. |
| Assumes other duties or responsibilities as directed. |
EDUCATION and/or EXPERIENCE:
Administrative Degree Required;
A minimum of three (3) years teaching experience and experience in
an administrative or supervisory capacity;
Must have a Gifted & Talented Endorsement;
Must possess successful experiences working with a diverse
population of students and faculty;
Certificates and Licenses:
Valid Indiana Administration and Supervision License—Elementary and
Secondary Level (K-12)
For more information and to apply, visit
Indiana Public Schools
or contact
Candace Huehls
Posted May 3, 2016. |
Quest Academy (Palatine IL)
Quest Academy is accepting applications for the
positions of Lower School Head and Middle School Head for the
2016-2017 school year. These are 12-month positions beginning July
1, 2016. Applications will be accepted until filled. Click the link
below for job descriptions. The best candidates will have experience
teaching in private schools and in administration. A minimum of a
bachelor’s degree is required, but a master’s degree in a related
field is preferred. To apply, please send your resume along with the
application found above to
donna.halverson@questacademy.org. No
phone calls please.
Quest Academy is currently accepting applications for a Lower School
science teacher to start in the 2016-2017 school year. The best
candidate will have a minimum of a Bachelor’s Degree in science and
at least two years’ experience in classroom teaching. This person
will have a strong passion for the subject and an energetic and
enthusiastic attitude for teaching. Job responsibilities include
planning all lessons in accordance with Quest curriculum guidelines
and maintaining that curriculum, communicating with parents,
collaborating with other teachers, maintaining student records,
using Positive Discipline guidelines for managing classroom,
attending in-services and faculty meetings, and providing
supervision as assigned. Salary is commensurate with experience and
education. To apply, please send application (found above), resume,
and a letter explaining your educational philosophy to
donna.halverson@questacademy.org. No phone calls please.
Visit
Quest Academy
Employment Opportunities for more details.
Posted March 1, 2016. |
The Grayson School (Newtown Square, PA)
The Grayson School (www.TheGraysonSchool.org)
This is a unique opportunity to join us in our inaugural year as the
first school specifically designed to meet the needs of gifted
students in Pennsylvania. You will have a chance to join on the
ground floor of an up-and-coming school working toward becoming the
exemplar for gifted education in the state, while helping to grow
our institution through the upcoming years. We are looking for
individuals who excel at flexible and creative thinking; who see
themselves as learners rather than lecturers; who have excellent
content mastery as well as solid teaching experience; who are
enthusiastic, highly motivated, committed, and eager to join a
community passionate about supporting gifted children. You will be
expected to plan and implement teaching a mixed-age, ability-grouped
class of no more than 8 students while providing a safe and
effective learning environment. Create a classroom environment
conducive to learning and appropriate to the maturity and interests
of the students. Fulfill duties, responsibilities, and commitments
as outlined in the faculty handbook.
All positions available have the following minimum requirements:
| Up to date (less than 1 year old) clearances (Federal
Criminal History, PA State Criminal Record Check, PA Child Abuse
History Clearance) |
| Teaching Certificate- either Pennsylvania teaching
certification K-6, or private academic certificate K-8. |
| Sensitivity and awareness to meeting the social and
emotional characteristics of gifted children. |
| Create a classroom environment that is conducive to learning
and appropriate to the maturity and interests of the students. |
Preferred Requirements:
| Special Education certification |
| Advanced degree in Education |
| Experience with gifted students |
Extended Long Term Substitute Co-Teacher Position
Job Description:
Work with lead teacher and collaborate, implement, and plan for an
ability grouped class for 4th-6th grades of no more than 8:1 student
to teacher ratio, while providing students with a safe and effective
learning environment. Collaborate in the design and implementation
of an integrated curriculum, project based learning, and an
accelerated curriculum. Create a classroom environment that is
conducive to learning and appropriate to the maturity and interests
of the students. Keep careful records and use them to write
accurate, comprehensive student reports. Participate in all aspects
of the program including parent/family collaboration activities,
community connections and events, department meetings and
activities, professional development, and contribute to student
groups.
Qualifications:
| Commitment to diversity and collegiality |
| Commitment to ongoing Professional Development and
continuing education. |
| Strong interpersonal skills, and the ability to communicate
clearly in written form. |
| Familiarity and comfort with new technologies |
Part-Time Coding Teacher: 3-5 hrs/wkly, M-F 8:25-9:30 am
Qualifications:
| Strong skills in several coding languages including Java,
JavaScript, C++ |
| Familiarity and comfort with Microsoft |
Substitute Teacher
Qualifications:
| Engage and motivate a classroom of multi-aged
ability-grouped students with a student to teacher ratio of no
more than 8 students to 1 teacher. |
| Implement provided lesson plans for the day including an
integrated curriculum, project-based learning, and an
accelerated curriculum. |
Be able to be available on call as needed
Lunch/Recess Aide: 7.5 hrs/week, M-F
| Monitor and supervise students to ensure safety and
well-being of students, and adherence to school rules. |
Extended Day Care: 15 hrs./week M-F 3-6pm
| Implement interested and engaging programs for students in a
safe and nurturing environment. |
| Monitor and supervise students to ensure safety and
well-being of students, and adherence to school rules. |
Applicants for all positions should submit a cover letter, resume/CV, list of
references, and clearances to:
Aviva Moore
Director of Operations and Development
The Grayson School
AMoore@TheGraysonSchool.org
Posted December 12, 2015. |
Last updated
December 01, 2020
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