Instituto Justice and Leadership Academy (IJLA) is a small Options school that feels like home for the 150 Latinx youth we serve from Pilsen and the surrounding community. IJLA is a second chance high school designed to serve students between the ages of 16-21 who are seeking a more personalized and individualized program. We provide students with an interdisciplinary, project-based academic program while simultaneously providing strong social emotional supports. Our educational philosophy is rooted in social justice and focuses on rebuilding students’ perspective of learning in order to navigate life in a meaningful and purposeful way. We invigorate hope and restore students’ hearts and minds to reclaim their education, graduate, and transform into agents of change.
POSITION DESCRIPTION SUMMARY
As Instituto Justice and Leadership Academy’s (IJLA) Learning Specialist you will be an integral part of a collaborative, hardworking, and close-knit team of teachers dedicated to social justice, culturally responsive pedagogy, project-based learning, restorative practices, trauma informed care, and cross-curricular instruction. At IJLA, we serve 150 Latinx youth between the ages of 16 and 21 years old throughout the school year. Our youth were not successful with a traditional schooling model or had interrupted schooling for a variety of reasons- incarceration, pregnancy, refugee status, mental health, etc. With us, our students not only work towards a second chance at their high school diploma, they work on transforming themselves and their community to inspire hope, change, and resiliency.
The Learning Specialist provides instruction as dictated by the student’s Individualized Education Plan (IEP). The Learning Specialist communicates with students and parents/guardians about students’ IEPs as required by federal law. Through our co-teaching model, the Learning Specialist collaborates with general education teachers to ensure students’ academic minutes and goals are being monitored and met.
ESSENTIAL DUTIES AND RESPONSIBILITIES
- Co-design and co-teach a rigorous, project-based interdisciplinary curriculum with general education teachers
- Co-plan and co-develop performance-based assessments through backwards planning; submit unit plans and weekly snapshots
- Track each individual student’s progress and adjust lesson plans accordingly as a result of formative assessment data
- Use a competency-based system to evaluate students’ academic and social emotional progress, providing rich feedback, and descriptive comments on progress reports and report cards
- Implement a clear, positive and consistent behavior management system that aligns to our school wide expectations and Restorative Justice philosophy
- Provide direct and indirect instructional support to students in a positive environment using a variety of techniques, multi-sensory learning to meet student’s varying needs and interests
- Teach socially acceptable behavior, as determined by the student’s IEP by employing techniques in an overall positive behavioral support system
- Provide appropriate accommodations and modifications to all formal and informal assessments and instructional materials according to student’s IEP and needs
- Track individual student’s mastery levels in all classes and IEP goals
- Complete IEPs in a timely fashion according to IEP annual and triennial due dates
- Lead/co-lead IEP meetings with Case Manager
- Participate in weekly professional development, team meetings, and school wide events, activities, and initiatives
- Maintain attendance records for all classes taught
- Meet with parents/guardians regularly to discuss academic and social progress of students
- Inspire students to reach their highest potential
- Serve as monitor for specified areas of the school building as requested
- Other duties as requested
VALUES AND MINDSETS
- In high performance expectations for all students
- Everyone is capable of learning and deserves a second chance
- We must respect each other at all times
- In the richness of diversity: racial, cultural, gender, sexual orientation, religion, ability, etc.
Each student is an individual who must have ownership of his or her learning
- Bachelor’s Degree in Education or higher
- Professional Educator License (LBS1 endorsement)
- Deep understanding and experience with implementing CCSS standards
- Experience in a classroom setting, preferably experience working with at-risk and low-income students with IEPs
- Demonstrate a commitment to educational equity for traditionally underserved students
- Maintain extremely high expectations of oneself and colleagues; able to communicate these expectations in a direct and collaborative way
- Familiar with Restorative Justice Practices
- Team player and willing to take on multiple tasks at once
- Exceptional organization and time management skills
- Excellent oral and written communication skills
- Ability to adhere to deadlines, react to unpredictable events quickly and efficiently, be resourceful, and manage conflict and challenges
- Advanced skills with Microsoft Office, Word, Excel, PowerPoint, and Google Suite
Nature of work requires an ability to operate standard business office equipment, inside and outside the classroom. Ability to stand for long periods of time. Requires ability to clearly communicate and exchange information, collect, compile and prepare work documents, set-up and maintain work files.
Majority of work performed in a general high school environment. Position requires availability for extended hours plus non-traditional hours required to perform job duties. Also requires participation and attendance at organization and school sponsored events and meetings
Instituto del Progreso Latino is an Equal Opportunity Employer.