Student Teachers/Intern
Englewood Schools, Englewood, CO, United States
Position Summary
This assignment includes practice teaching under the direction and supervision of an experienced master teacher. Class sizes will vary depending on grade level and content area. The student teacher in cooperation with the cooperating teacher will focus on classroom management, building student rapport, best instructional practices, assessments (formative and standardized), collaboration with other teachers, communications with families, and multiple areas of professional responsibilities. During the student teaching experience it is expected that Englewood students experience academic growth and proficiency. Student teachers must be familiar with the Gradual Release of Responsibility Instructional Model and be able to plan lessons using the Backward By Design format. Student teachers are required to work as a team member in professional learning communities, utilize data-driven instruction, and create class curriculum based on state standards. In cooperation with the host teacher, student teachers are expected to promote parent/guardian involvement in student learning through open houses, parent/teacher conferences, etc. and develop and promote good community relations among stakeholders.
Requirements
Must be enrolled in an accredited teacher preparation program and recommended for placement by the university
Completion of online application for student teachers including comprehensive resume, two letters of recommendation and college transcripts
Completion of essay or cover letter expressing specific interest in the Englewood Schools
Interview and approval from Principal and cooperating Teacher
Application materials must be received no later than May 1st for fall placement and November 1st for spring placement
Student teachers who are selected will be notified by Principals
Completion of fingerprinting and CBI/FBI criminal history check prior to start of assignment
NOTE In State program candidates will be given priority consideration. Priority will be given to areas in highest need of teachers (special education, secondary mathematics, STEM, etc.)
PROSPECTIVE STUDENT TEACHERS ARE NOT TO CONTACT PRINCIPALS AND/OR COOPERATING TEACHERS DIRECTLY.
Essential Duties and Responsibilities
Create a positive learning environment and effective management structures to purposefully promote and foster effective teaching, learning, and student achievement. Create an instructional learning environment that establishes routines and provides for student engagement through questioning, speculation, and originality. Collaborate with specialists and provide unique learning opportunities such as inclusion and research-based effective practices for students with special needs. Promote a learning environment respecting the dignity of the child that is perceived by students as fair and consistent. Incorporate additional learning opportunities for advanced and non-proficient students. Ensure all classroom processes, procedures and data collection are highly organized and effective with optimal use of instructional time. Motivate, engage, and empower learners to track and monitor his/her learning.
Design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes aligned with 21st Century learning. Collaborate with educators from other grades or subject areas to establish links between disciplines and influence school-wide curriculum and teaching practice. Demonstrate mastery of content and is able to make curriculum rigorous and relevant to all students. Deliver content that is relevant to students and applicable to the real world. Integrate and align Colorado Academic Standards, instructional objectives, instructional strategies, learning activities, materials, resources and assessments and differentiate lesson planning based on individual student needs. Use data management tools to analyze results and draw inferences from data to identify strengths and opportunities for improvement.
Provide quality, accurate, constructive, corrective, specific and timely feedback to students that encourages them to perform at their highest level. Utilize technology and/or other avenues to communicate to stakeholders (website, podcasts, etc.). Establish student, staff, and parental rapport that allows for a proactive response to potential problems.
Actively participate in all staff meetings, PLCs, and other required events. Apply and implement knowledge, skills and new understandings to improve instructional programming. Advocate for and lead initiatives that will enhance student success in and out of school. Use professional code of ethics and standards of practice to guide ethical decision-making in practice.
Supervision/Technical Responsibilities
None
Education / Training / Experience
Must be enrolled in an approved teacher preparation program through an accredited university.
Licenses or Certifications
Valid Colorado Driver's License.
General Expectations
Demonstrates flexibility and adaptability in response to change.
Possesses computer and technology skills.
Effectively works with students from diverse backgrounds and abilities.
Collaborates well with supervisors and co-workers.
Capable of understanding and following both complex oral and written instructions.
Able to perform duties independently with minimal supervision.
Communicates effectively with the School District community.
Skilled in analysis, instruction, negotiation, coordination, communication, problem‑solving, and interpersonal interactions.
Proficient in comparing, computing, synthesizing, and evaluating information.
Meets attendance standards and works the necessary hours to fulfill essential responsibilities.
Maintains confidentiality.
Upholds a generally positive attitude.
Complies with all District policies and procedures.
Adheres to federal and state laws, regulations, and policies.
Essential Physical Requirements
Frequent lifting 5 (five) to 10 (ten) pounds. Occasional lifting of up to fifty (50) pounds. Frequent sitting, bending, walking, and standing. Occasional stooping, kneeling, squatting, and reaching.
Work Environment
The noise level in the work environment is usually quiet. Mostly clean and comfortable.
Reports To
Cooperating Teacher and/or Principal.
EEO Statement
In compliance with Titles VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act of 2008 and Colorado law, Englewood Schools does not unlawfully discriminate against otherwise qualified students, employees, applicants for employment, or members of the public on the basis of disability, race, creed, color, sex, sexual orientation, marital status, gender identity, gender expression, religion, national origin, ancestry, family composition, or need for special education services. Discrimination against employees and applicants for employment based on age, genetic information, and conditions related to pregnancy or childbirth is also prohibited in accordance with state and/or federal law. Harassment, if it rises to the level described in state law, is a prohibited form of discrimination. To review Title IX policies and procedures, please click here. Inquiries or complaints may be referred to Dr. Rana Razzaque, Director of Opportunity, Access & Inclusion and Title IX Coordinator, 4101 S. Bannock St., Englewood, CO 80110, 303-806-2004 or may be filed directly with the Office for Civil Rights, U.S. Department of Education, 1244 North Speer Blvd., Suite 310, Denver, CO 80204. Complaints regarding violations of Title VII (employment) and the ADEA (prohibiting age discrimination in employment) may be filed directly with the Federal Office of Equal Employment Opportunity Commission, 950 17th St., Suite 300, Denver, CO 80202, or the Colorado Civil Rights Commission, 1560 Broadway, Suite 825, Denver, CO 80202.
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This assignment includes practice teaching under the direction and supervision of an experienced master teacher. Class sizes will vary depending on grade level and content area. The student teacher in cooperation with the cooperating teacher will focus on classroom management, building student rapport, best instructional practices, assessments (formative and standardized), collaboration with other teachers, communications with families, and multiple areas of professional responsibilities. During the student teaching experience it is expected that Englewood students experience academic growth and proficiency. Student teachers must be familiar with the Gradual Release of Responsibility Instructional Model and be able to plan lessons using the Backward By Design format. Student teachers are required to work as a team member in professional learning communities, utilize data-driven instruction, and create class curriculum based on state standards. In cooperation with the host teacher, student teachers are expected to promote parent/guardian involvement in student learning through open houses, parent/teacher conferences, etc. and develop and promote good community relations among stakeholders.
Requirements
Must be enrolled in an accredited teacher preparation program and recommended for placement by the university
Completion of online application for student teachers including comprehensive resume, two letters of recommendation and college transcripts
Completion of essay or cover letter expressing specific interest in the Englewood Schools
Interview and approval from Principal and cooperating Teacher
Application materials must be received no later than May 1st for fall placement and November 1st for spring placement
Student teachers who are selected will be notified by Principals
Completion of fingerprinting and CBI/FBI criminal history check prior to start of assignment
NOTE In State program candidates will be given priority consideration. Priority will be given to areas in highest need of teachers (special education, secondary mathematics, STEM, etc.)
PROSPECTIVE STUDENT TEACHERS ARE NOT TO CONTACT PRINCIPALS AND/OR COOPERATING TEACHERS DIRECTLY.
Essential Duties and Responsibilities
Create a positive learning environment and effective management structures to purposefully promote and foster effective teaching, learning, and student achievement. Create an instructional learning environment that establishes routines and provides for student engagement through questioning, speculation, and originality. Collaborate with specialists and provide unique learning opportunities such as inclusion and research-based effective practices for students with special needs. Promote a learning environment respecting the dignity of the child that is perceived by students as fair and consistent. Incorporate additional learning opportunities for advanced and non-proficient students. Ensure all classroom processes, procedures and data collection are highly organized and effective with optimal use of instructional time. Motivate, engage, and empower learners to track and monitor his/her learning.
Design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes aligned with 21st Century learning. Collaborate with educators from other grades or subject areas to establish links between disciplines and influence school-wide curriculum and teaching practice. Demonstrate mastery of content and is able to make curriculum rigorous and relevant to all students. Deliver content that is relevant to students and applicable to the real world. Integrate and align Colorado Academic Standards, instructional objectives, instructional strategies, learning activities, materials, resources and assessments and differentiate lesson planning based on individual student needs. Use data management tools to analyze results and draw inferences from data to identify strengths and opportunities for improvement.
Provide quality, accurate, constructive, corrective, specific and timely feedback to students that encourages them to perform at their highest level. Utilize technology and/or other avenues to communicate to stakeholders (website, podcasts, etc.). Establish student, staff, and parental rapport that allows for a proactive response to potential problems.
Actively participate in all staff meetings, PLCs, and other required events. Apply and implement knowledge, skills and new understandings to improve instructional programming. Advocate for and lead initiatives that will enhance student success in and out of school. Use professional code of ethics and standards of practice to guide ethical decision-making in practice.
Supervision/Technical Responsibilities
None
Education / Training / Experience
Must be enrolled in an approved teacher preparation program through an accredited university.
Licenses or Certifications
Valid Colorado Driver's License.
General Expectations
Demonstrates flexibility and adaptability in response to change.
Possesses computer and technology skills.
Effectively works with students from diverse backgrounds and abilities.
Collaborates well with supervisors and co-workers.
Capable of understanding and following both complex oral and written instructions.
Able to perform duties independently with minimal supervision.
Communicates effectively with the School District community.
Skilled in analysis, instruction, negotiation, coordination, communication, problem‑solving, and interpersonal interactions.
Proficient in comparing, computing, synthesizing, and evaluating information.
Meets attendance standards and works the necessary hours to fulfill essential responsibilities.
Maintains confidentiality.
Upholds a generally positive attitude.
Complies with all District policies and procedures.
Adheres to federal and state laws, regulations, and policies.
Essential Physical Requirements
Frequent lifting 5 (five) to 10 (ten) pounds. Occasional lifting of up to fifty (50) pounds. Frequent sitting, bending, walking, and standing. Occasional stooping, kneeling, squatting, and reaching.
Work Environment
The noise level in the work environment is usually quiet. Mostly clean and comfortable.
Reports To
Cooperating Teacher and/or Principal.
EEO Statement
In compliance with Titles VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act of 2008 and Colorado law, Englewood Schools does not unlawfully discriminate against otherwise qualified students, employees, applicants for employment, or members of the public on the basis of disability, race, creed, color, sex, sexual orientation, marital status, gender identity, gender expression, religion, national origin, ancestry, family composition, or need for special education services. Discrimination against employees and applicants for employment based on age, genetic information, and conditions related to pregnancy or childbirth is also prohibited in accordance with state and/or federal law. Harassment, if it rises to the level described in state law, is a prohibited form of discrimination. To review Title IX policies and procedures, please click here. Inquiries or complaints may be referred to Dr. Rana Razzaque, Director of Opportunity, Access & Inclusion and Title IX Coordinator, 4101 S. Bannock St., Englewood, CO 80110, 303-806-2004 or may be filed directly with the Office for Civil Rights, U.S. Department of Education, 1244 North Speer Blvd., Suite 310, Denver, CO 80204. Complaints regarding violations of Title VII (employment) and the ADEA (prohibiting age discrimination in employment) may be filed directly with the Federal Office of Equal Employment Opportunity Commission, 950 17th St., Suite 300, Denver, CO 80202, or the Colorado Civil Rights Commission, 1560 Broadway, Suite 825, Denver, CO 80202.
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