Middle School Classroom Teacher

Position Overview

The Classroom Teacher reports to the Head of School or the Director of Instruction and is responsible to instruct students using the pedagogy of Charlotte Mason as defined by Ambleside Schools International. The Classroom Teacher is also a spokesperson who represents the school on and off campus and acts on behalf of the school by professionally and warmly interacting with all students, parents, teachers, staff, visitors and the community at large.   

Personal Qualities 

The Ambleside School Teacher is first and foremost a lover of Jesus Christ, children and knowledge. Within this relational context, the Ambleside Teacher is responsible to set and maintain a positive (high-joy), inspirational, and peacefully authoritative atmosphere throughout the school. 

Ambleside School is a Christ-centered school whose operations, activities and curricula are motivated, informed and regulated by the Holy Bible and the School’s Statement of Faith. This position is considered a “minister” of Ambleside, in that it models, fosters and facilitates student’s connection to Christ and the School’s Christ-centered mission. 

Personal qualities:  spiritually mature in Christ, psychologically strong, service and others-oriented, teachable, loving towards all persons (children, teachers, parents), joyful, peaceful in and under authority, inspirational in leadership, growth-oriented, administratively excellent, resourceful, creative, patient, hungry to know and share knowledge/ideas, intelligent, thorough, punctual, flexible, collegial, articulate, and enthusiastic.
 

Spiritual Life

An Ambleside Teacher is "first and foremost a lover of Jesus Christ, children and knowledge." As such, the duties listed in this section are provided for the purpose of self-reflection but are not used as criteria in a professional evaluation; such duties would include but are not limited to the following:
 

• Cultivating a personal love for God by keeping a daily devotional practice. 
• Practicing ongoing awareness and dialog with Father/Son/Spirit throughout the changing circumstances of each day. 
• Being quick to recognize personal responses that are less than the character of Christ (particularly habitual responses); quick to repent and to pursue growth. 
• Praying daily for students. 
• Initiating prayer (appreciation, repentance, petition) with students spontaneously and at set times (Bible class, lunch, dismissal, etc.). 
• Instructing students in how to pray more maturely.  
• Freely and naturally speaking of Jesus, though never as a tool to manipulate student behavior.

Relational Life

Cultivate and uphold a “life-giving” relational dynamic in the classroom and at large by: 

• Fostering a sense of belonging within the school community; being inclusive, approachable and hospitable.  
• Viewing all (especially children) as having immeasurable potential, never defining persons by label or diagnostic category.
• Humbly giving and receiving appropriate correction to/from students, peers, and supervisors.
• Manifesting an unassuming view of self, not putting self on display or seeking undue attention.

Atmosphere

Set and maintain a positive (high-joy), inspirational, and peacefully authoritative atmosphere in the classroom and throughout the school by:

• Maintaining a classroom that is warm and inviting, well ordered, free of clutter, and inspirational. 
• Ensuring the classroom is a place of joy (many smiles) and kindness. 
• Maintaining a peaceful and authoritative presence; embracing a sense of “must” as one also under authority.
• Providing a supportive attuned presence. 
• Responding gently to weakness and showing students how to respond gently to the weaknesses of others.
• Sharing an enthusiastic attentiveness to the work at hand. 
• Securing diligence in full-class participation, not allowing students to dominate or hide. 
• Being present with students at morning arrival, breaks, lunchtime, and departure.

Discipline

Intentionally and consistently cultivate habit formation in students by:

• Upholding good order in routine matters. 
• Upholding a high regard for persons (active participation, attention and courtesies). 
• Securing focused attention to lessons, tasks, and instructions.
• Instructing in expectations for work (set-up, checkpoints). 
• Maintaining high quality in oral and written work. 
• Responding constructively to student lapses in work and behavior. 
• Ensuring the class is free of disruptive behavior patterns.
• Never using behaviorist techniques (shame/praise, reward/punishment) to manipulate student behavior; ensuring the classroom is free of competition and artificial incentives. 
• Keeping a clear, explicit growth strategy in place for every student with a significant weakness in behavior or work habits.

On-Method Disciplinary Lessons

Consistently apply the Ambleside® method steps in disciplinary subject lessons by:

• Ensuring all students are engaged in performing the "act of knowing".
• Employing the "First Little Talk" -- warming up (mental math, memory work) and setting up (review, vocabulary) in each lesson.
• Facilitating the lesson, making wise use of text and direct instruction.
• Inviting full, accurate recall of definitions and algorithms.
• Employing the "Second Little Talk" -- avoiding lecture and explanation, using open questions to ensure understanding of the principles and ideas (i.e. students can explain the why).
• Giving appropriate "Response" opportunities -- providing adequate practice/use of the skill. 
• Facilitating student discovery and correction of errors, rarely giving direct correction.

On-Method Inspirational Lessons

Consistently apply the Ambleside® method steps in inspirational subject lessons by:

• Ensuring all students are engaged in performing the "act of knowing". 
• Employing the "First Little Talk" -- warming up (timeline, memory work) and setting up (review of previous lesson, introducing new terms, timeline, geography) in each lesson.
• Reading episodes of appropriate length during lessons. 
• Using narration after each reading.
• Ensuring understanding and exploring ideas in the "second little talk". 
• Minimizing the use of declarative statements. 
• Facilitating student discovery and correction of errors when they occur (rarely giving direct correction of student error).

Curriculum and Student Work

Uphold Ambleside Schools International standard for quality and quantity of student work by:

• Knowing the breadth and depth of assigned curriculum and using it exclusively.
• Accessing the ASI Educator Support site at least weekly.
• Being at least 85% on-pace with the scope and sequence in all subjects.
• Being knowledgeable of ASI standards for student work.
• Across all subjects, assigning a quantity of written, oral and ongoing work that meets ASI standards.
• Remaining current and up-to-date on assessing all students' written, oral and on-going work.
• Avoiding unit studies and projects. Using independent student work judiciously. 
• Using handouts in disciplinary subjects only (mathematics, grammar) and never as the primary means of instruction.
• Assigning written and oral work that is of a “worthy nature.” 
• Never giving students busy work (i.e. color pages, puzzles, internet searches). 
• Systematically tracking completion of all assigned homework for each student; keeping written records to track work in middle and high school.
• Giving students the opportunity to publicly display what they have learned (e.g. concerts, recitations, Shakespeare plays), emphasizing learning, not performance.
• Using approved ASI curriculum only. 
• Understanding and applying the ASI "Method of a Lesson.”

Miscellaneous Duties 

Other duties include but are not limited to:

• Performing duties pertinent to arrival, dismissal, events, and school culture with other teachers and staff.
• Accepting responsibility for the safety and physical well being of the children under his/her supervision, following all school guidelines.
• Protecting the privacy and confidentiality of each student and all school information considered confidential. 
• Attending staff and professional meetings, in-services and workdays as noted in the school calendar and being punctual and fully present for all school days. 
• Communicating effectively and respectfully with parents concerning their child’s progress academically and behaviorally and maintaining accurate records of student work, parent meetings. 
• Performing all professional duties in a timely manner. 
• Ensuring the proper care and protection of school property. 
• Participating and leading relationally at campus meetings and school events. 
• Assisting students in areas of academic weakness through after school tutoring or additional work after school. 
• Taking time to help explain the school's distinctive nature to prospective parents, interns and others. 
• Continuing to grow in educational philosophy and practice through reading, study, and other opportunities (internships, summer institute, etc.)
• Routinely dealing with conflicts, concerns and grievances in a positive, affirming, and encouraging way, always expressing critical thoughts and feelings to the appropriate person in an appropriate manner.