Teacher of Social Studies & Economics - Secondary

TEACHER OF SOCIAL STUDIES & ECONOMICS SECONDARY

JOB PURPOSE

• Teach Colombian Constitution & Citizenship in Grades 9–10, Colombian History, Economy & Social Issues in Grade 11, AP Macroeconomics in Grade 12, and Middle Ages in Grade 8. Serve as the Grade 10 Family Coordinator, supporting students’ academic and personal development in partnership with families and colleagues.
• We are seeking an educator with a strong academic background in both Economics and Social Studies, capable of teaching rigorous, inquiry-based courses while fostering critical thinking, civic responsibility, and global awareness. Experience teaching AP Macroeconomics or other advanced Economics courses is highly desirable, along with a thorough understanding of the Colombian Constitution and its role in citizenship education.

JOB RESPONSABILITIES

• 1. Lead the implementation in the assigned classes of the Choice Theory School criteria in each one of the three pillars, according to the institutional assessment rubric, by planning and delivering engaging, challenging, useful, and effective units and lessons, as the Teachers Manual defines them. The three pillars are the following:
• 1A. Maintain a safe, orderly, courteous, trustworthy, collaborative and healthy learning environment and quality relationships with students, parents and colleagues (e.g. applying the level constitution and procedures-routines-policies, specific class agreements with students, efficient and sustainable use of resources). This includes integrating and modeling the institutional values and virtues.
• 1B. Accomplish high performing educational relationships with students, focusing on total learning competency and higher levels of students’ knowledge development and use, emphasizing THIS-REAL skills, quality student production, high levels of student engagement through students’ perception of usefulness about schoolwork and learning, and high levels of needs’ satisfaction of students and parents, according to William Glasser’s Competence Based Classroom framework.
• 1C. Establish a culture of internal control thinking and doing in the assigned classes (language, behavior and attitude) with professional self-evaluation methodologies, tools, and instruments that are age-appropriate and congruent with Choice Theory psychology.
• 2. Work cooperatively with the Level Director, the Family Coordinators, and rest of the teachers of the assigned students to create the quality conditions of the Choice Theory School for all students. This includes keeping the school’s student information system up to date with information for colleagues, students and parents, as well as being punctual, reliable, trustworthy, and ethical.
• 3. Actively participate in the integration, articulation, and balance of the curricula through large-scale integrated projects via the Virtues Development course and interdisciplinary mini-projects.
• 4. Implement specific subject area curriculum guidelines of the Teachers’ Manual and others recommended by the related curriculum coordinators, without disregarding the Choice Theory School’s curricular framework.
• 5. Represent the related grade level teams in any school activity and perform effectively and efficiently the assigned role in the team.
• 6. Self-evaluate professionally every month and report to the Level Director with performance and perceptual indicators related to the responsibilities and and the school’s strategic plan. This includes informing about student accomplishments to the community through the institutional channels.