Director of Curriculum and Instruction

Chelsea

 

Who We Are

Phoenix Charter Academy aims to show the world what all young people can do, and to defy the limitations of societal assumptions, classism, and racism.  Phoenix Charter Academy was founded on the unwavering belief that all students can succeed at high levels. While this mantra is typical of high-performing schools, particularly those in the charter sector, Phoenix truly endeavors to reach every student, focusing on a growing number on the margins of the traditional public district education system: students who have dropped out of high school, students who are parenting children of their own, students who are or have been involved with the juvenile justice system, students who are older and new to the country and cannot gain access to public schooling, and students who are under-credited relative to the number of years they have spent enrolled in high school. We believe that these students, like all students, are completely capable of developing the skills necessary to set themselves up for lifetimes of economic prosperity and success. We support our students with individually tailored and academically rigorous curricula and push them to succeed at the highest levels by providing them with the resources and mentoring that they need to reach their full potential. 

 

Why Our Work is Important

Students across America are dropping out of high school at an alarming rate. Dropping out of high school has a substantial impact on a young person’s life. Over the course of their lifetime, an individual who drops out of high school is more likely to have reduced earning power, greater social service dependency, increased rates of criminal involvement, and shorter life expectancy. Phoenix Charter Academies addresses this trend by creating environments where students can demonstrate their talent and resilience and prepare themselves for success through high school, college, and beyond. 

 

Commitment to DEI

At Phoenix, we recognize the importance of forming a school community inclusive of all visible and invisible identities. We act to ensure that our students and staff always see reflections of themselves and their communities.

 

At Phoenix, we aim to break down systemic barriers by providing access to resources, experiences, and differentiated supports for historically marginalized groups.

 

At Phoenix, we solicit, value, understand, connect, and leverage multiple perspectives and experiences. We invite all perspectives except those that perpetuate oppression or dehumanization.

 

At Phoenix we do not just accept difference - we celebrate it, support it, and thrive on it for the benefit of our scholars and the communities we serve. We believe difference makes us stronger. Phoenix Charter Academy is an equal opportunity employer and as such, we do not discriminate against any team member or candidate because of race, creed, color, religion, gender, sexual orientation, gender identity/expression, national origin, disability, age, veteran status, marital status, pregnancy, or any other basis protected by federal, state or local law. Phoenix Charter Academy is committed to making any reasonable accommodation necessary to support an individual's employment. 

 

Qualities of Phoenix staff member:

• Unwavering belief in our students - Phoenix staff operate with the deeply held belief that all young people want to and can succeed even in the face of substantial systemic barriers and societal constraints. 
• Continuous Improvement - Phoenix staff approach problem solving with curiosity and desire to understand the perspectives of others. They carry an internalized sense of “I can always learn more” and know that adults at Phoenix must model the qualities of being open-minded and willing to make mistakes and learn from them. Phoenix staff members embody “lifelong learner” mindsets and strive for constant improvement. 

• Eager to Learn - Phoenix staff must be able to learn as they go in a fast paced, ever evolving, urgent environment. They have the desire to receive direct feedback and the ability to implement the feedback into practice quickly.

• Commitment to Diversity, Equity, and Inclusion - Phoenix staff commit to understanding the ways that their self-identity and experiences impact and interact with their daily work, their colleagues, and their students, and work toward furthering initiatives that promote a more equitable society. 

The Opportunity

The Director of Curriculum and Instruction (DCI) provides leadership and vision in the ongoing planning, implementation, development, direction, review and evaluation of the school's curriculum and instructional program. Reporting to the Head of School, the DCI leads efforts around professional development, instructional staff observations, and student assessment, among other responsibilities. Bilingual candidates are highly encouraged to apply.

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Your Contribution

In addition to demonstrating the qualities of a Phoenix staff member, the Director of Curriculum and Instruction will be responsible for the following:

 

Curriculum, Teacher Development, and Instructional Responsibilities:

• Act as instructional leadership voice

• Teach one class per quarter

• Observe 5 classes per week, give informal feedback to each teacher and direct supervisors in terms of scholarly habits (Directed specifically, but not limited to, habits as related to categories of classes); participate in all formal observations and teacher evaluation

• Directly supervise all department chairs/members of ILT

• Observe Department Chairs teaching bi-weekly

• Enable the growth and development of “student-centered” and innovative teaching practices; work to ensure skills of each student are tracked and adequately measured

• Model lessons and guest teach when necessary

• Oversee Advanced Placement

• Facilitate and manage ILT meetings (weekly)

• With HoS and appropriate network staff, plan PD calendar and Teacher Institute Calendar

• Continue to make Phoenix Charter Academy more data-driven, especially as it relates to teacher feedback and student growth and make sure ILT actively seeks out and analyzes data in the following areas:

• Data Cycles

• MCAS (Fellowship and Teachers)

• Student Support Team data

• Correlative data (Student Support Team and Academics)

• Oversee data-cycle process; manage and participate in one-on-one action-planning meetings; facilitate PD sessions dealing with interim assessments; make interim assessment calendar

• Find innovative and new ways to celebrate student academic success; ensure Phoenix Award and other honors are public; be a voice of celebration across the campus

 

Non-curricular Responsibilities:

• At discretion of Head of School, serve as “fill-in” for major disciplinary decisions and meetings, always with Dean of Students and in service to Phoenix Charter Academy Handbook as well as mission
• Model handbook and professionalism at all times as relates to student-teacher/student-fellow relationships; when necessary, serve as student support team member
• Look for areas of weak communication between teachers and Student Support Team, report these areas to principal and work with Student Support Team to fix them
• When necessary, attend Student Support Team or IEP meetings as instructional leader of Phoenix Charter Academy
• Serve as representative for Head of School at meetings and workshops throughout the year, especially as relates to DESE mandates
• Work with DoS to determine disciplinary action when necessary
• Become deeply knowledgeable of following areas:
• CPR review process
• Best practices of both high-accountability  charter schools as well as alternative schools
• Restorative justice in schools
• “Soft Skills” Development
• Meet weekly with Head of School (at least 2 hours) for supervision
• Communicate with parents and other adult supporters through phone calls, email correspondence, and/or in-person meetings 
• Build meaningful and supportive relationships with students to facilitate academic growth and achievement

 

Qualifications & Competencies

• 2-3 years of experience supporting teachers as a curriculum director, principal, department lead or instructional coach
• Minimum 3-5 years’ experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs
• Bachelor’s degree required.
• Bilingual/Spanish-speaking candidates are highly encouraged to apply.
• Communication - Conveys information effectively and efficiently using verbal, non-verbal, and written communication skills; has knowledge and flexibility to communicate across lines of difference.
• Scholar Orientation - Works to deepen understanding of scholars and centers the needs of scholars in all aspects of how the work is done.
• Adaptability - Adjusts and strategically aligns work to the school's mission while navigating complex and changing environments internally and externally.
• Employment is based on qualifications for the role as well as a successful background check.

Our Commitment to Staff

• We commit to providing a supportive environment and giving the professional development, coaching, and resources needed to be successful
• We commit to creating an open and tolerant culture that embraces diversity and fosters equity and inclusion through affinity groups and continuous capacity building supported by our Racial, Justice and Equity working group

**The Network retains the right to modify this job description at any time, for any reason, at the Network’s sole discretion**