Anticipated Long Term Mandarin Chinese Teacher (part-time)

QUALIFICATIONS: Certification Granted by the Rhode Island Department of Degree with certification in Chinese Masters Degree PreferredTo support Barringtons commitment to diversity and to foster inclusion respect and equity in education the successful candidate will be selected from a diverse candidate pool of people of all races ethnicities creeds socioeconomic classes gender identities sexual orientations and disability statuses in work activities. Preference will be given to the highly-qualified candidates who articulate their commitment to valuing inclusivity and TO: Building Principal and Assistant Superintendent JOB GOAL: The teacher provides relevant and engaging instruction in high school Chinese to a diverse student population from Level I through Advanced Placement. The teacher works cohesively as a member of a team with staff colleagues and administrators to develop implement and continuously improve a personalized rigorous relevant and collaborative learning environment supported by technology. The teacher works to ensure the school district graduates globally competitive students proficient with the 21st Century Skills and work habits needed for success in post-secondary education careers and life in a global QUALIFICATIONS: Must possess the ability to establish and maintain effective working relationships with school administrators parents and students. The interview will require the application of the skills outlined above. Must possess a commitment to continuous improvement strategies. Must possess strong oral and written communication skills. PERFORMANCE RESPONSIBILITIES OF HIGH SCHOOL CHINESE TEACHER: content knowledge which will be reviewed and assessed through dialog at the participate in and positively support all school and classroom functions needed to achieve the mission of the district and meet the learning needs of as a member of a professional learning community to actively provide a collaborative rigorous relevant and personalized education supported by technology that prepares students for college and learning and teaching practices school and community support in accordance with district and school improvement plans and the mission of the implement and actively support the implementation of deeper learning project and inquiry-based learning and the integration academic content areas which purposefully increases students creativity higher order thinking skills collaboration communication and and support changes to a standards-based curriculum instruction assessments school structures that align to the extent practicable to students college and career interests 21st Century Skills and work habits needed for success in a global economy NEASC Standards and NESSC Global Best create and implement performance tasks formative and summative assessments aligned to the Common Core and 21st century skills as well as task validation and support the implementation of high-interest flexible pathways which prepare students for local and global labor markets and lead to college credit and/or industry accurate and positive information about the schools and districts goals and initiatives in a variety of print and electronic partnerships among parents educators businesses higher education and communities that support learning in and out of school dual enrollment online learning and positively and actively the efficient effective and collaborative management of school operations to ensure learning experiences promote positive discipline practices and school safety practices advance the mission of the district.12. Create learning experiences (including interdisciplinary) using strong content knowledge that reflects an understanding of the nature of the communities and world in which we learning experiences that reflect an understanding of central concepts vocabulary structures and tools of inquiry of the disciplines/content areas they teach and content and applies beyond the school instruction that addresses the core skills concepts and ideas of the disciplines/content areas to help all students meet Rhode Islands learning standards.15. Represent and use differing viewpoints theories and methods of inquiry when teaching concepts and encourage students to see question and interpret concepts from a variety of instructional opportunities that reflect an understanding of how children learn and an understanding of students (e.g. individual interests prior learning background and experiences) to create connections between the subject matter and student information about the impact of students specific challenges to learning or disabilities on classroom performance and work with specialists to develop alternative instructional strategies to meet the needs of these appropriate accommodations and modifications for individual students who have identified learning differences or needs in an Individualized Educational Plan (IEP) 504 Accommodation Plan Personal Literacy Plans (PLPs) or individualized learning plans (ILPs). instructional opportunities to encourage all students development of critical thinking problem solving performance skills and literacy across content lessons that extend beyond factual recall and challenge students to develop higher-level cognitive skills and use tasks that engage students in exploration discovery and hands-on activities and engage students in generating knowledge testing hypotheses and exploring methods of inquiry and standards of learning groups in which all students learn to work collaboratively and clear expectations for achievement that allow all students to take responsibility and advocate for their own a variety of communication strategies (e.g. listening restating ideas questioning offering counterexamples and technological advances) to engage students in learning to collect and share information and to enrich discourse in the classroom and the appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning to provide feedback and to plan future students with opportunities and guidance to evaluate their own work and behavior against defined criteria and use the results of self-assessment to establish individual goals for learning use assessment results to provide students with timely helpful and accurate feedback on their progress toward achievement on practice and assume responsibility for own professional development by actively seeking and participating in opportunities to learn and grow as professionals and enhance the instructional feedback from students families and colleagues to reflect on and improve responsibility for learning about and implementing federal state district and school initiatives to improve teaching and school policy and procedures respecting the boundaries of professional responsibilities when working with students colleagues and with students colleagues parents and others in a professional manner that is fair and equitable and guided by codes of professional conduct. attributes of reliable attendance promptness dependability and professional ethics; Use effective communication skills with students colleagues families and related agencies (spoken written and non-verbal); Complete all requested forms reports and data collections in an accurate and timely manner; Perform the functions of the position in accordance with the: RI Professional Teaching Standards; RI Professional Code of Conduct; and all laws regulations school district policies directives the mission of the district school-based plans and administrative priorities / requests; and Perform other duties as may be assigned and/or necessary to perform the functions of the position. OTHER DUTIES: any other related duties as assigned by the Principal or other appropriate administrators. WORKING CONDITIONS AND PHYSICAL REQUIREMENTS:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. The employee is regularly required to operate a keyboard to view a computer screen and to sit or stand for extended periods of time. Required vision abilities include close vision and the ability to adjust focus. The employee is frequently required to bend stoop kneel reach with hands and arms grasp and manipulate large and small items. The employee is also required to move from location to location lift items weighing up to 30 pounds and drive a vehicle. Communication requirements include the ability to hear and respond to voice and other sounds in small and large settings with background noise and to present information orally and in writing. WORK ENVIRONMENT:The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. TERMS OF EMPLOYMENT: Length of the contract to be determined by the Superintendent. EVALUATION: Performance will be evaluated in accordance with the provisions of the School Committee policy on evaluation of teaching staff.