POSITION REQUIREMENTS

• Authorization to work in the United States for any employer
• Bachelor's Degree and an advanced degree in education and/or the following related fields: Spanish Language, Spanish Literature, Second Language Acquisition / Teaching of Spanish or World Languages, etc.
• Native speaker of Spanish and master teacher of communicative-method language acquisition teaching and assessment design with at least 3-5 years of successful experience at the middle or high school level; demonstrated pedagogical content knowledge in Spanish language and Spanish/Latino literature and as regards a variety of second language teaching methodologies; develops innovative, relevant and compelling Spanish language acquisition curricular sequences and assessments, creates authentic and varied course materials, and Integrates into language acquisition lesson design a focus on culture, history and level-appropriate literature from around the Spanish speaking world.
• Lead by example in demonstrating understanding and commitment to the school's mission and core values

SDFAS EDUCATOR COMPETENCIES:

Cultural competencies. Demonstrated cross-cultural, inter-relational and active listening competencies; strong personal and professional interest in, and experience with, helping build and sustain a school culture centered around best practices in diversity, equity and inclusion as a top priority.

Pedagogy. Employ brain-based approaches, growth mindset teacher language, and approaches that serve to develop grit, best practices in differentiated instruction and assessment and teaching to multiple intelligences, this to individualize the educational experience in ways that ensure learning and growth for every student; understand and apply well-known foundational education theories (Montessori, Reggio-Emilia, Vygotsky, Piaget, Dewey, SLA researchers of general renown...) such as constructivism, experiential education, etc.

Stages of human development. Account for researched characteristics of development stages in teaching and interacting with students and their parents. Are knowledgeable about and experienced with middle school age children and demonstrating highly effective skillsets in the domain of classroom management, pacing and efficient use of classroom time with students. Are familiar with key concepts such as Maslow’s hierarchy of needs, etc.

Curriculum, unit, lesson and project design. Uses backward planning in designing curricular units (formative and summative), meaning to begin by clearly articulating the essential learning outcomes (content and skills) prior to deciding the pedagogical methods, materials, pacing, out-of-class assignments, and type(s)/frequency of formative and summative assessment; Engages students (and colleagues) in project-based teaching and learning, cross-disciplinary units and multilingual educational endeavors; makes frequent connections to what matters most to today's students, consistently taking into account, referencing and making connections to the realities of the world of their generation and lived experience.

Academic teaching and social-emotional learning.  Employ a variety of effective student-centered teaching approaches that integrate into academics a focus on activities that cultivate social and emotional skills as well as competencies in the domain of diversity, equity and inclusion

Educational technology. Possess experience and expertise integrating educational technology to advance and enhance curricular objectives and support highly effective teaching, learning and collaboration (preferably within a one-to-one Chromebook program using Google Suite and Classroom, GoGuardian and various cutting edge in-person and remote-teaching applications such as pear deck, etc.

Professional development. Demonstrate self-motivation and personal desire to further grow and develop as professional educators by seeking ever greater knowledge and deepened teaching and learning skill sets through workshops and seminars; reading and research; visiting the classrooms of colleagues and watching them teach; professional networking and regular review of useful educational social media feeds; piloting innovative projects on one’s own as well as in collaboration with others; offering to model and share best practices, take risks, and acquire knowledge and skills based on trial and error, this through self-reflection and voluntary solicitation of critical feedback from expert colleagues.

Communication with parents. Are honest with parents in regularly reporting observations and facts about academic performance, social and emotional skills, and behavior or mindset issues. Possess skills to effectively manage difficult conversations (favor telephone or zoom over using email, model healthy communication, set boundaries, call out inappropriate tone or aggressivity, avoid defensiveness, depersonalize, empathize, validate, remain calm, respect dignity, report objectivity, speak with clarity, seek and offer solutions, request assistance and input).