As a teacher committed to being a contributor to a collaborative culture, The Project School teacher is

• excited about and committed to intense collaboration with colleagues with the goal of achieving the ideal learning environment for each child.

• someone who sees and believes in the benefits to co-teaching for students and educators.

• passionate about teaching and learning and demonstrates that passion daily with colleagues, students, and families.

• a proven collaborator and effective team member who values the ideas of others and brings their ideas to the table for the greater good.

• understanding of the need to enjoy others’ company and to form relationships that span the work and play environment.

As a teacher committed to multi-age classrooms, The Project School teacher is

• experienced in teaching in a multi-age classroom.

• someone who understands and can articulate the benefits to a multi-age education for children, teachers, and families.

• committed to differentiated instruction in order to meet the needs of all learners.

As a teacher committed to social justice and equity, The Project School teacher is

• knowledgeable of, experienced with, and can demonstrate multiple examples of the implementation and use of culturally relevant and responsive pedagogy.

• personally and professionally committed to the concepts of social justice and equity.

• passionate about engaging in conversation and dialogue regarding issues of equity in schools.

• committed to the creation and sustainability of an inclusive, anti-racist, equitable learning environment for all students.

• committed to honoring and teaching the whole child.

• committed to working with colleagues, board members, students, families, and community members across difference and teaching on a faculty that reflects the local community.

• fully committed to The Project School’s vision to “end the predictive value of race, class, gender, and special needs on success in school and life.”

• committed to interrupting practices that perpetuate the status quo.

As a teacher committed to innovative curriculum development and instruction, The Project School Teacher is

• highly experienced with project-based learning with the proven, demonstrated ability to develop engaging, project-based curricula for students.

• knowledgeable of and committed to the theory of constructivist teaching and learning.

• committed to and experienced with interdisciplinary teaching.

• experienced in embedding and integrating the concepts of critical thinking and inquiry-based instruction and curriculum into a project-based learning environment.

• experienced with and committed to the concept of engaging in the learning process with the student as a partner and facilitator.

• experienced with and has the demonstrated ability to engage students in projects that address socio-political issues and integrate service-learning experiences.

• experienced in providing students with highly effective and innovative literacy and math experiences.

As a teacher committed to continuous personal and professional growth, The Project School teacher is

• committed to scholarly ongoing self and professional development in regard to education, teaching and learning, learning theory, and equity.

• able and motivated to engage in high level scholarly and intellectual work and development as demonstrated by authentic examples of such work.

• well-read on current research of innovative, progressive best practices and can provide examples of the implementation of such practices in their work with students and teachers.

• a learner as well as a teacher.

• open to innovations in the area of teaching, learning and technology with the ability to adjust to changes and implement them in the classroom and the school.

As a teacher who embodies a strong work ethic, The Project School teacher is

• committed to working hard and can provide multiple examples of the personal and professional will to put forth intense effort toward the attainment of individual and group goals.

• able to effectively prioritize tasks in order to achieve short and long term individual and group goals.

• able, motivated, and passionate about leading projects by effectively and efficiently managing multiple tasks, and is able to demonstrate multiple examples of effective project management.

As a teacher who is committed to creativity and innovation, The Project School teacher is

• comfortable with ambiguity and change with the proven ability to be flexible in the face of adversity and challenge.

• someone who sees possibilities first and obstacles as a welcome challenge.

• willing to take risks in the name of creativity and innovation in order to provide the optimal learning experience for children and families.

• grounded in an informed belief in progressive, non-traditional teaching and schools with the ability to clearly articulate that belief and implement practices that model that belief.

• a problem solver with the proven ability to adapt in an innovative environment that embraces creativity and change.

As a teacher committed to working with integrity and with moral and ethical purpose, The Project School Teacher is

• committed to being honest and fair with every person they come into contact with; no exceptions.

• able to clearly articulate their personal and professional core beliefs; those core beliefs are congruent with the mission and vision of The Project School.

• committed to holding themselves accountable to the same high expectations they hold for others in the school and the community.

• grounded in a strong personal and professional moral and ethical purpose.

• committed to treating others with respect at all times.

As a teacher committed to being a contributor to a culture of critical friendship, The Project School teacher is

• committed to looking critically at his/her own practice.

• committed to being a critical friend to colleagues by providing feedback on student and adult work.

• committed to asking the tough questions and speaking his/her truth in order to provide the optimal learning experience for children.

• committed to staying engaged in difficult conversations about meeting the needs of children, families and communities.

As a teacher committed to appreciation and infusion of the arts, The Project School teacher is

• committed to the creation of a learning environment that values students’ creative expression.

• grounded in the belief of how powerful the arts can be to a community and the importance of a learning community that embodies this belief.

• committed to working closely and intensely with an arts infusion specialist to integrate the arts into project-based learning experiences.

As a teacher committed to working from an asset-based view of children, families, and communities, The Project School Teacher is

• committed to interrupting deficit-based practices and conversations inside and outside the school community.

• committed to focusing on the assets students and families bring to the table.

• committed to respecting all students, unconditionally.

• someone who has a love for all students.

• committed to honoring and celebrating the culture, heritage, and ancestry of every student.

• experienced and comfortable working with learners of all ages.

• willing and open to looking at everyone in our community without judgment.

• committed to seeing the gifts and talents of every student.

• experienced with holistic and authentic forms of assessment.

• dedicated to creating open avenues of communication with families and to meeting with families several times a year for formal and informal conferences.

• comfortable writing about and describing student progress narratively without letter grades, numbers or rating scales.

As a teacher who is highly qualified, The Project School Teacher is

• highly educated; ideally holding a master’s degree or higher.

• highly experienced in teaching in a progressive and innovative environment; ideally five years of more of experience.

• highly experienced in teaching children across difference, ability, class, race, etc.

• appropriately licensed for the position; ideally is the holder of multiple licenses and areas of focus and expertise.

The Project School prohibits discrimination in employment, educational programs, and activities on the basis of race, national origin, color, creed, religion, sex, age, disability, veteran status, sexual orientation, or gender identity. The Project School also affirms its commitment to providing equal opportunities and equal access to the facilities.