2014 Materials for Professional Educators

Applying for the Position of Directing Teacher

Teaching Session: June 12-July 25, 2014


What to Consider When Applying to Teach at Aspire-Directing Teacher

Commitment: Candidates must be available to work the entire session, Monday through Thursday from 8:15 a.m. to 4:30 p.m. Special considerations cannot be made to accommodate other camps, practices or programs whose date/time requirements conflict with Aspire. The program runs from June 12 – July 25, 2014. (Aspire is closed July 4th for the Fourth of July.) Attendance at two or three evening events during the summer is also required. Participation in one Saturday retreat on May 31, 2014 is also required.

Eligibility: Directing Teacher positions are open to current middle and high school educators who possess significant teaching and/or youth mentoring experience. Consideration will be given to educators teaching other grade levels and/or those who possess non-traditional classroom experience.

Compensation: Stipends begin at $3,000. Stipends are negotiable and are based on number of years of professional teaching experience.

Description of the Directing Teacher Position

Directing Teachers mentor three current college students as they develop and teach academic classes (either in Math, Science, Language Arts or Social Studies). Together the Directing Teachers and the Core Teachers are responsible for implementing creative, engaging classes that meet the academic needs of middle school girls in our target population. Directing Teachers help college and high school students gain an understanding of the many aspects of teaching life―from organizing innovative activities and identifying quality materials to understanding adolescents and providing students with useful feedback. Additionally, Directing Teachers are available to advise college students with the planning of their afternoon workshops. As they observe and mentor, directing teachers are asked to provide specific feedback about teaching growth to Core Teachers. Finally, Directing Teachers encourage partnerships between Junior (high school students) and Core Teachers in the academic classrooms, in workshops, and during community time.
Directing Teachers attend faculty orientation, wrap-up, and work Monday-Thursday while the students are in session. We would like Aspire Directing Teachers to immerse themselves in program life and be willing to take on multiple roles within the program. Directing Teachers play a critical role in encouraging and celebrating the successes of the young teachers & Aspire students. Directing Teachers also work to build strong connections among our diverse group of students, teachers, and supporters.

By becoming a Directing Teacher, you will have the opportunity to…

  • Share your expertise and passion for teaching with intelligent, committed college students who are interested in education
  • Assist in the development of an engaging curriculum in one subject area (either math, science, language arts, or social studies) that specifically meets the needs of adolescent middle school girls
  • Encourage staff to explore new ideas, projects, books, and activities in small classes of 10-12 students
  • Talk about topics currently relevant in the classroom and in the world of education-at-large today
  • Shape the futures of a motivated, bright group of girls who may be limited in opportunity because of low family income or lack of exposure to higher education
  • Become part of a thoughtful, inspiring team, and enjoy new friendships in a group of experienced teachers, college and high school students

Directing Teachers are responsible for…

  • Plan for teacher orientation, contact Core Teachers by telephone prior to the start of the program, and generate resources, materials and ideas for the discipline you are teaching as necessary prior to start of program
  • Attend teacher orientation (June 12, 13, 16, and 17)
  • Be present June 12-July 25,2014, four full days each week, Monday through Thursday (8:15-4:30 pm)
  • Be reasonably available to Core Teachers outside of program hours to offer support
  • Advise the development of academic classes taught by three Core Teachers, who are current college students
  • Meet with each Core Teacher in your discipline regularly (discuss pacing, activity selection, assessment, student issues)
  • Observe all three Core Teachers in academic classes and document their individual growth
  • Advise Core Teachers with the planning and implementation of their afternoon workshops
  • Help Junior and Core Teachers gain an understanding of teaching life
  • Facilitate the relationship between Junior Teachers and Core Teachers
  • Be present at Aspire meetings as necessary
  • Attend two or three Aspire evening events for students and families (including Family Night on June 25th and Closing Ceremony on July 23rd)
  • Participate in evaluation of Aspire and attend Wrap Up Days(July 24th & 25th)

We are seeking teachers who…

  • are experienced in a particular subject area (math, science, language arts/social studies)
  • have multiple years of classroom teaching experience
  • are interested in developing curricula for 5th –8th grades
  • are willing to provide support and feedback to new teachers
  • are familiar with the unique challenges facing middle school girls with limited opportunities and
  • will bring diversity in background, culture, and ethnicity to the program.

Overview of Academic Classes Offered at Aspire

Directing Teachers (DTs) guide college students as they teach these academic classes. In addition, DTs offer advice as the college students create and teach afternoon electives.

Math Course –Themes / Science Course Themes

Sixth Grade Math— Relationships

The sixth grade math course uses project-based math to explore the “language of math”, and the relationship between fractions and decimals and/or ratios and proportions. Students will participate in hands-on activities, reviewing the basic operations while working with peers to solve problemsboth inside and outside the classroom. /

Sixth Grade Science—The Human Body

This class is focused on understanding how the body works by examining different organ systems. Students explore the human body through various experiments over the course of the summer, helping students better understand how their own bodies function.
Seventh Grade Math—Problem Solving
The seventh grade math course uses project-based math to reinforce number sense and basic operations. Students will take an active, hands-on role in exploring practical applications of math concepts while refining problem-solving skills. /

Seventh Grade Science—Environmental Science

The focus of seventh grade science is the environment. The class will focus on the ways that humans impact soil, water, and air and how they can reduce their negative impact through sustainable living through a series of labs, lectures, and activities. Students come away with a better understanding of their environment and their role in preserving it.
Eighth Grade Math—Financial Literacy
The course focuses on real-life financial simulationsin order to extend essential concepts of pre-algebra. Students take an active hands-on role in collecting, describing, and interpreting data and develop an appreciation for the power of mathematics in their daily lives. /

Eighth Grade Science—Building Challenges

Students study basic science concepts while designing and building projects such as a rubber band powered car, a bridge, a solar oven, an egg drop, or a balloon ride. Students learn how to make proper measurements and calculations in the process. The course also emphasizes the use of a methodical procedure in recording data and arriving at conclusions.
Social Studies Course Themes / Language Arts Course Themes
Sixth Grade Social Studies—World Cultures
In sixth grade social studies the aim is to expose students to different world cultures in order to foster interest in the global community and promote appreciation for diversity. /

Sixth Grade Language Arts—Poetry

In language arts, sixth graders learn how to read and appreciate a wide variety of poetic forms. Students also write and perform their own poems.

Seventh Grade Social Studies:

An Interesting Slice of U.S. History

The seventh grade social studies course is designed to introduce the girls to American history through an interesting or unusual theme such as music, immigration, civil rights, inventions, women, or U.S. presidents. / Seventh Grade Language Arts—Short Fiction
The goal of the seventh grade language arts class is to introduce the students to short stories. Students read and discuss stories with each other. They also write their own stories.

Eighth Grade Social Studies—Current Events

The eighth grade social studies curriculum focuses on current events. The task is to examine critical social issues and problems of the day in the local, national, and international arenas. More importantly, the students investigate these issues with an eye towards change: why change happens, what kind of change still needs to occur, and how the process of change takes place. / Eighth Grade Language Arts:
The Personal Narrative Essay
The focus of the eighth grade language arts class is the personal narrative essay. Students work on developing two key aspects of this type of writing during the summer: the author’s ability to express herself using vivid and descriptive language and the capacity for self-reflection.

Section 1: Applicant Information

Part A: Contact Information

Name ______

Are you authorized to work in the United States? (circle one) Yes/ No

Primary Address ______

______

Telephone ______Email

At what school are you currently teaching? ______

What grade(s) are you currently teaching? ______

As a part of the interview process, the Director of Aspire will visit you in your classroom to observe your teaching. Will this be possible at your school? (circle one) Yes/ No

The Aspire Program is interested in working with a diverse population. Please check the box(es) that most accurately reflects the racial or ethnic group with which you identify. We recognize that this list is not all-inclusive and hope that you will use “other,” when appropriate. (Optional)

□African / □Chinese / □Pacific Islander
□African-American / □Japanese / □ Puerto Rican
□Bi-racial / □Korean / □South Asian
□Caucasian / □Mexican / □Southeast Asian
□Central/South American / □Multi-racial / □West Indian, Caribbean
□Chicano/Chicana / □Native American / □Other

Have you ever applied to work at Aspire? Yes/ No If so, when? ______

Please indicate the position(s) for which you are applying by circling the appropriate title below.

DT-Language Arts / DT-Mathematics / DT-Science / DT-Social Studies

Part B: Resume

Please attach a current resume which describes your teaching experiences, qualifications and hobbies.

Part C: References

Please attach a list of names and phone numbers of at least three people who can speak about your work as a teacher and colleague.

Section 2: Personal Response(Please attach your answers to your application)

On a separate sheet of paper, please compose a short piece describing why you would like to serve as a Directing Teacher at Aspire and how your expertise in education will help impact the next generation of young educators.

Section 3: Disclosure of Misconduct

Have you ever been convicted of, or is any charge now pending or expected to be brought against you for, any crime other than a minor traffic violation? ______

Have you ever, at any academic institution, been in other than good standing because of academic deficiencies, been censured for misconduct, or been the subject of disciplinary proceedings? ______

If you answered yes to either of the above questions, please attach a written explanation to your application.

Section 4: Signature

My signature below indicates that the information I have provided is complete, factually correct, and honestly presented.

______

SignatureDate