Environmental Literacy Teacher - Talbot Community School

TITLE: Environmental Literacy Teacher - Talbot Community School

POSITION OVERVIEW: 

Portland Public Schools is seeking skilled environmental literacy / science teachers to support learning and curriculum at Talbot Community School.

Under the general direction of the school principal and the district Outdoor and Experiential Coordinator, each Environmental Literacy / Science teacher will work with partner schools in a "specials" model. The aim of this program is to continue the district's efforts towards building our experiential environmental literacy and science curriculum at the elementary level.   Also, the teachers will help tend the garden as well as help to build school community support around garden maintenance and care.

The Environmental Literacy / Science teacher serves as a collaborator, teacher, and resource specialist to students and school staff regarding the schoolyard. garden and environmental and/or science education as an integrative part of the existing standards-aligned curriculum.  This position will enhance school/student/teacher/parent knowledge about the resource that the schoolyard is as a learning environment. In addition to the above, teachers will also work individually with the building admin on school-specific initiatives. 

ESSENTIAL RESPONSIBILITIES:

• Have significant knowledge within the field of environmental literacy and environmental education and / or science.
• Be current on best practices in climate, environmental and/or science education.
• Have familiarity with working with students with building climate resilience.
• Be familiar with the habitat, flora, and fauna of the schoolyard.
• Foster love in students of the natural world by inspiring curiosity and wonder.
• Work to continue to build upon their own "naturalist"  and environmental literacy knowledge.
• Be highly organized and self-directed. Be able to manage time well and effectively.
• Teach with an understanding of experiential learning theory and pedagogy.
• Plan, design, and implement a school-based garden.
• Maintain a garden throughout the year as needed by season.
• Be an inspiring, educational resource about the Living Schoolyard for teachers and admin at your school.
• Be a model of successful outdoor learning and have strong outdoor class management skills.
• Collaborate and meet regularly with the building principal, Elementary Director of Academics, Experiential Learning and Environmental Literacy Coordinator, and other Environmental Literacy Teachers to ensure coherence and equity for students across the district.
• Design and Implement curriculum based on the PPS articulated curriculum, characteristics of learners, predominant learning theories, elements of lesson planning, and meeting the needs of diverse learners.
• Organize school-wide events, community celebrations, and information sessions which center the outdoors and living schoolyard as a school and community resource.
• Manage the School-based Gear Library.
• Fulfill responsibilities needed to assist teachers in utilizing outdoor classroom spaces.
• Performs other duties as assigned.

KNOWLEDGE, SKILLS, ABILITIES

• EQUITY: Strong equity orientation and an openness to personal reflection on deepening awareness of personal bias and being culturally and linguistically responsive.  Demonstrated conviction around having high expectations for all students.  Conviction that all students can achieve at high levels, and a deep-seated belief that all teachers have the capacity to get them there. Experience with culturally and linguistically responsive pedagogy. Asset orientation towards students, especially with multilingual learners and students with disabilities.
• CONTENT KNOWLEDGE: Experience with Environmental Literacy and/or Science Instruction, including garden and food-based education to teach students about the interconnectedness of all living things. Be familiar with Environmental Literacy Principles, Next Generation Science Standards, and Student-Led Inquiry. Climate Resilience,  Understand principles of Place-Based Education. Willingness to learn more about Indigenous studies, Wabanaki curriculum, and food justice. Experience teaching from an experiential framework and interest in developing this teaching style. Must have robust Outdoor Classroom Management Skills.
• RELAT