Physical Education Teacher

Company Description

At KIPP Detroit, we are guided by a simple, yet powerful mission: Together with families and communities we create joyful academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose--college, career, and beyond--so they can lead fulfilling lives and build a more just world.  We believe the destiny of students from Detroit are limitless and students should not be bound by their circumstances. Unfortunately, in 2021 America, there is still a link between socioeconomic status and educational attainment.  KIPP Detroit seeks to eradicate this injustice.  KIPP Detroit Imani Academy will become the highest performing school in the city of Detroit; and, to do so, we attract, develop and retain a diverse and talented staff of educators.  Our students and families will choose our schools because our teachers are exceptional educators who work together as a collective to ensure students achieve and thrive.  For more data and information about our successes and vision for the future, visit www.kippdetroit.org

Job Description

JOB DESCRIPTION

KIPP Imani opened open in the fall of 2022 in the Warrendale neighborhood on the west side of Detroit. Led by a seasoned founding school leader, KIPP Imani launched with Kindergarten students SY 22-23 and add grades each year to eventually serve students in grades K-4.  The founding team at KIPP Imani will include 1st Grade and Kindergarten Teachers, Kindergarten Co-Teachers, Diverse Learning Teachers, Paraprofessionals and Physical Education Teachers.  KIPP Imani will also be supported by a robust operations team and student support team to ensure a strong foundation for the school’s founding and growth. 

The Physical Education Teacher will work collaboratively with the KIPP Imani staff to create a efficient and supportive student wellness experience.

Our expectations for teachers at KIPP Detroit include, but are not limited to, the following:

• A belief that all students can and will be successful at our schools 

• Practice a growth mindset about oneself and all others at the school, including seeking help and engaging in self-reflection in order to constantly refine one’s own teaching

• A commitment to pursuing anti-racism in our schools and work together

• Dependable attendance according to our extended school year and extended school day

• Communicate frequently and consistently with students and families, including after school via phone, regarding academics, behavior, logistics, and homework help

• Use best practices in alignment with school-wide systems to manage student behavior and create a safe, warm, demanding, and joyful classroom environment

• Set specific, ambitious growth targets for all students and identify and leverage all necessary resources to ensure they meet them

• Use best practices to backwards plan weekly and daily instruction that is tightly aligned to prescribed unit objectives and student needs as demonstrated by assessment data

• Assess students daily, weekly, and at the ends of units and analyze and share assessment data through school-wide systems

• Use best practices, including differentiation with instructional technology and other techniques, to execute engaging instruction at a level rigorous for all students

• Collaborate throughout each day with grade level and content teams, sharing responsibility for all students at all times

KIPP Detroit Schools teachers are supported in their demanding work by experienced and dedicated leadership and staff who have themselves proven successful in the teaching role.  Our leaders maintain consistent school-wide systems and procedures -- academic, behavioral, cultural, logistical -- designed to permit teachers to do their best work.

Our supports for teachers’ work include, but are not limited to the following:

• A recent model of Mac laptop computer

• A stipend to support the cost of mobile phone usage

• School-wide Social Emotional Learning curriculum and practices

• Principals and assistant principals who are routinely present throughout the building and day

• One-on-one meetings with a principal and/or assistant principal once per week to discuss student progress and the teacher’s development

• Collaboration with grade-level and content teams 

• A daily prep period each day

• Frequent in-building professional development from school leadership

• A rigorous prepared curriculum In-building technology support

• Highly efficient and thoughtful scheduling, including for special events like field lessons or test