GENERAL SUMMARY: Saginaw Public Schools Teachers are responsible for planning, organizing and implementing an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. Saginaw Public Schools teachers are committed and focused on rapid school Turnaround.

DISTRICT-WIDE PERFORMANCE STANDARDS: The School District of the City of Saginaw, in partnership with parents, students, businesses and the community, are committed to and responsible for ensuring the highest level of academic achievement and career planning for all students, the highest performing organizational structure at all levels, and a safe and effective learning environment for all students.

A Saginaw Public Schools Turnaround teacher skillfully demonstrates . . .

• the capacity to align curriculum, instruction and assessments while responding to the individual needs of students;
• the willingness to seek out knowledgeable peers, coaches or administrators for instructional support
• the desire and ability to work in a multi-cultural, urban setting and develop a rapport with students, staff, parents, and the school community.
• prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change;
• commitment to the relentless pursuit of increasing student learning and innovation
• the competence to collect and analyze data from formative and summative assessments to inform instructional decisions;
• the skill to implement a tiered system of instruction within the classroom and to leverage the intense student support network;
• the strong desire and ability to build meaningful, caring relationships with students in order to exert academic influence
• the ability to help create and thrive in a professional environment that is one of mutual respect, teamwork, and accountability that includes all stakeholders;
• the willingness to actively engage in the PLC process while
  • participating in ongoing instructional specific conversations
  • collaboratively create and execute clear, logical instructional plans
  • coordinate instruction within and across grade levels
  • try out new ideas to improve student learning

KNOWLEDGE, SKILLS AND ABILITIES:

Content and pedagogical knowledge in assigned subject/area

Knowledge of relevant technology

Critical thinking and problem solving skills

Verbal and written communication skills

Decision making skills

Organization and planning skills

Ability to tolerate high levels of stress

Ability to be flexible and adaptive

Ability to take initiative

Ability to record and report daily written records

Ability to pay attention to detail

Ability to utilize classroom instruction techniques designed to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals

Ability to work effectively and collaboratively with other teachers, administrators, and staff

Ability to work independently

Ability to learn new tasks quickly

Ability to work in a multi-cultural, urban setting and develop a rapport with students, staff, parents and the school community

The capacity to align curriculum, instruction and assessments while responding to the individual needs of students

The willingness to seek out knowledgeable peers, coaches or administrators for instructional support

The desire and ability to work in a multi-cultural, urban setting and develop a rapport with students, staff, parents, and the school community

Prioritize student-learnin