The Lower School Program at Miami Country Day School is well-respected in our community and nationally. Developmentally sound practices along with personalized learning experiences characterize our approach to instruction. We nurture a passion for lifelong learning, self-confidence and leadership. We strive to make education relevant and to give our students the foundation they need for success beyond life at Miami Country Day School.
Miami Country Day School is a college preparatory learning community committed to educating the whole child. Through the core values of honor, respect, wisdom and compassion, we prepare students to be lifelong learners. We inspire our students to develop their intellectual, physical, aesthetic, social, emotional and spiritual potentials by valuing every student every day. Students are at the forefront of what we do.
We are accredited by FCIS and SACS; active membership is maintained in SACAC, NACAC, NAIS, SAIS, CASE, CRIS, ERB, ALA, and the College Board.
Lower School seeks an innovative and highly collaborative person to teach a 4th/5th multiage homeroom. The fourth and fifth multiage homeroom offers students with diagnosed learning exceptionalities the opportunity to learn in a comprehensive small group class setting. The student body is made up of students with average to above average intelligence who exhibit neurodevelopmental diversity, including language processing and attention issues. We are looking for a teacher who is passionate about creating an environment where children with various learning exceptionalities thrive and benefit from a highly individualized, multi-sensory small group setting. The successful candidate must have strong focus on the whole child, and a background in teaching children with learning differences is desired. The primary role is to provide personalized, inquiry-based opportunities that celebrate childrens’ strengths and gifts, while supporting the academic and social emotional growth of children. Along with the Lower School Director, Assistant Director and Director of the Learning Resource Program, this individual should be committed to working as part of a team to foster positive attitudes towards self and society, as well as academics. The ideal candidate will have a strong background in teaching children with learning exceptionalities and continually evolve the designing, organizing and implementing of relevant curriculum in interdisciplinary ways.
The successful candidate will have demonstrated knowledge of, and experience in, learning assistance programs, learning theory, effective interventions, as well as enrichment instruction. The ability to generate and implement creative and innovative ideas for engaging and working with students to transform student potential is necessary. The successful candidate will also have demonstrated experience and skill in working with students from diverse ethnic, gender, socioeconomic, and educational backgrounds. A strong interest in continued professional growth and development is required, as is a sense of humor and the ability to see the positive in challenging situations.
ESSENTIAL FUNCTIONS AND TASKS:
Maintain an optimal learning classroom environment that embodies inherent pedagogies in teaching lower school students with learning exceptionalities, especially with regard to personalized and developmentally appropriate curriculum that fosters positive social skills and values.
As part of a team, determine each student’s instructional needs in order to tailor instruction to each student through various, research-based assessment methods.
Develop supplemental materials to meet the focused needs of specific learners
Deploy classroom-based and standardized assessment measures to identify strengths and weaknesses of individual students and groups, and develop an intervention plan based on the assessment findings.
Select learning and management strategies to increase student learning through individualized materials, whole group and small group discussions, individual teacher/student discussion, problem based learning and integrated units using the Understanding by Design model of planning and instruction.
Encourage student-driven learning where students are expected to choose (or create) materials that best fit them and to explore and use technology and/or alternative materials, as a means to create, direct and assess their learning.
Craft an environment where students interact with instructional materials and develop critical and creative thinking skills. Focused teaching of, and use of, critical thinking language is modeled explicitly by the teacher.
Display a genuine disposition for engaging children and promoting curiosity and learning.
Work collaboratively with grade level teams and administration.
Build a warm and inclusive classroom environment, implementing the practices of Responsive Classroom.
Be an integral part of the learning community and viewed as an ongoing learner who is fully engaged in professional growth.
Demonstrate a desire for feedback and a dedication to excellence.
Develop strong working relationships with students, faculty, staff, and parents.
Participate in curriculum committees, professional development and curriculum design to support student learning.
KNOWLEDGE, SKILLS AND PHYSICAL REQUIREMENTS:
Master degree in Special Education or similar advanced degree.
5-8 years teaching experience.
Familiarity with literacy and mathematics remediation is highly desired.
Strong work ethic and high level of integrity.
Ability to facilitate and share best practices for enhancing student excellence and engagement.
Proven success working collaboratively with students, faculty, staff, parents, and community leaders.
Outstanding interpersonal skills, as well as exceptional written and oral communication skills.
Excellent organizational skills with the ability to prioritize a multitude of tasks by volume, urgency, etc.
Detail oriented and resourceful.
Tactful and confidential.
Availability to attend disparate evening and weekend events.
Perform all other related work delegated or required to accomplish objectives of the school program.
Knowledge and implementation of relevant technology.
Appropriate and personalized communication and instruction.
Regularly required to sit, stand, walk, talk, hear, operate a computer, hand-held learning devices and other office equipment, and reach with hands and arms.
Work in a fast-paced environment dealing with a wide variety of challenges, deadlines and a varied and diverse array of contacts.
Lift 20 pounds and occasionally lift up to 50 lbs.
Work in varied and extreme weather conditions, including extreme heat.
Demonstrated interest in working with adults and children valuing diversity and the accomplishments of different learners and the whole child.
Please link to MCDS website to apply for this job:
About Miami Country Day School
Miami Country Day School is an independent, college-preparatory, day school founded in 1938, dedicated to the development of The Whole Child. The school is committed to providing a uniquely diverse and enriching educational experience that is designed to prepare each student for success in college and to make a difference in life. In rigorous pursuit of excellence, Miami Country Day School provides a caring learning community focused on unleashing the potential of every student, every day.
Location: 601 Northeast 107 Street, Miami, FL 33161
Our Students & Faculty: 900 students representing diverse backgrounds and cultures; Lower School, PreK3 through 5th grade; Middle School, 6th through 8th grade; Upper School, 9th through 12th grade; 123 full-time faculty, 56% hold advanced degrees; 21% represents over thirty-two countries