Middle School ELA Teacher (Immeadiately Hiring)

Position type: Full-time, Exempt, 10-Month     Reporting & Collaboration​Direct Manager: PrincipalDirect Reports: NoneKey Collaborators: Assistant Principal, Instructional Coach, Teachers, and Regional Support Inputs: What will I be doing in my day-to-day work? Grade-Level Rigor & AccessPlan and deliver instruction where all students engage in grade-level standards, texts, and rigorous tasks dailyInternalize curriculum to ensure alignment to standards, pacing, and high-quality outcomesDesign and execute tasks that require students to analyze, justify, and apply learningProvide scaffolds that increase access without lowering rigor, including modeling, guided practice, and strategic supportsAnticipate misconceptions and plan targeted supports to ensure all students can access grade-level content What will I be evaluated on? Instruction consistently ensures that all students engage in grade-level standards, tasks, and content aligned to curriculum and pacing, with scaffolds that maintain rigor. Student work demonstrates analysis, justification, and application, resulting in increased access and success with grade-level learning. Student EngagementDesign lessons where students do the majority of the thinking, talking, reading, writing, and problem-solvingFacilitate structured academic discourse that requires students to explain, justify, and build on ideas using academic languageUse questioning and task design to promote analysis, reasoning, and cognitive liftCreate opportunities for students to make connections, defend thinking, and engage in meaningful dialogueEnsure engagement reflects cognitive work, not just participation or compliance Students consistently do the cognitive work of the lesson, engaging in meaningful discourse, reasoning, writing, and problem-solving. Engagement is driven by rigorous thinking, with students independently explaining, justifying, and building on ideas using academic language. Culture of LearningEstablish and maintain a classroom environment grounded in high expectations, strong routines, and productive struggleImplement systems that maximize instructional time and ensure students remain focused, accountable, and independentCreate a safe and structured environment where students take academic risks and persist through challenging workReinforce consistent expectations for behavior and learning aligned to school-wide systemsBuild strong relationships with students and families to support both academic and cultural outcomes The classroom reflects high expectations, strong routines, and maximized instructional time, resulting in a focused and productive learning environment. Students demonstrate independence, persistence, and productive struggle, taking academic risks within a safe and structured culture. Assessment for LearningEmbed frequent checks for understanding into daily instruction to assess student thinking in real timeAnalyze student responses and adjust instruction immediately to address misconceptions and advance learningProvide clear, timely, and actionable feedback that enables students to improve their workMonitor student progress toward learning goals and ensure students understand success criteriaImplement data-driven cycles, including reteach and intervention, to accelerate student achievement Instruction is continuously informed by frequent checks for understanding, with real-time adjustments based on student thinking. Students receive actionable feedback, engage in revision, and demonstrate measurable progress toward learning goals through effective data-driven instruction cycles.  Outcomes & Accountability: Professional Practice & ContributionConsistent alignment to the KIPP St. Louis Instructional Framework in planning, instruction, and reflectionActive participation in collaborative planning, data analysis, and professional learningResponsiveness to coaching, with observable growth in instructional practice over timeContribution to instructional coherence across classrooms and teams Student Achievement & GrowthK-2: DIBELS proficiency and growth in early literacyK-8: i-Ready Reading and Math growth and proficiency3-8: Missouri Assessment Program (MAP) performance9-12: End-of-Course (EOC) exam results in tested subjects9-12: AP exam participation, performance, and pass rates (where applicable)Demonstrated ability to translate strong Tier 1 instruction into measurable student outcomes What skills should I already bring, i.e., what should I already have a track record around?Demonstrated ability to drive measurable student achievement and growthStrong classroom management and ability to create structured learning environmentsEffective use of data to inform instruction and close learning gapsAbility to plan and execute high-quality, standards-aligned lessonsProven collaboration with colleagues to improve instructional outcomesStrong communication skills with students, families, and staff What should I know a lot about already, i.e., what should I have expertise in?Deep understanding of grade-level standards and content in your subject areaResearch-based instructional strategies and best practicesData-driven instruction cycles, including assessment analysis and reteach planningCurriculum internalization and lesson planning aligned to rigorous outcomesStrategies for supporting diverse learners, including intervention and differentiationClassroom culture systems that maximize learning and student engagement