Educator (Humanities or Social Sciences or - New York, United States - THINK Global School

Description

Built upon the philosophy of inquiry, project and placed based learning, the Changemaker Curriculum is THINK Global School's (TGS) groundbreaking new student-driven learning model launched in 2017.

We believe that education should connect you to the world around you, providing context and insight into today's most pressing issues with student voice and choice at the forefront.

The Changemaker Curriculum draws from the 21st Century's most innovative and effective educational models, combining high academic standards with interdisciplinary, project-based learning.

Through this model, a student's environment informs their studies and their studies give meaning to their environment.

Sixty percent of student work involves educator-led projects that have been specifically crafted for each country, with the remaining 40% dedicated to projects driven by the student's own goals and interests.

All project work is tied to rigorous learning targets which guide the student's projects, assessments, and overall development throughout their THINK Global School career.

Through the Changemaker Curriculum, educators act as advisors and mentors to students, providing guidance and oversight related to their major project decisions and work.

TGS also delivers a new self-development and social intelligence program called Inside Out, which provides underlying support for student personal growth and a stable foundation for learning.

Applicants should be competent with distance and online strategies, demonstrate competence with virtual tools which aid online learning and be flexible in their teaching pedagogies to pivot to new and emerging technologies.

Position Overview

The TGS Educator position encompasses more than just managing learning with students; this holistic position is designed around the concept of being a mentor/advisor for students and educators.

Applicants will be assigned an advisory group to manage, in addition to delivering team teaching educator-led modules and guiding and mentoring students' own personal and mastery projects.

As an educator, applicants will be expected to deliver Project Based Learning experiences which are designed alongside students and by staff and experiences will be woven into all aspects of the program.

At times educators will be asked to live with students in communal settings.

At TGS learning opportunities can happen at any time and we consider informal learning situations as valid as formal classes.

As an educator you will also assist students in designing customized individual learning plans that meet TGS's graduation requirements.

TGS also requires applicants to be competent with distance and online strategies, applicants must demonstrate competence with virtual tools which aid online learning, and be flexible in their counseling practices to pivot to new and emerging technologies.

Primary Responsibilities

• Advisory_
• Manage Student Driven Project Based Learning
• Develop a sense of community and a safe space within a small advisory group of students
• Establish and maintain individual learning plans for each advisee
• Help advisees establish learning goals
• Review progress toward goals with advisees regularly
• Monitor advisees' schedules
• Assure that assigned students meet the following graduation requirement component:
• Mastery of Learning Targets
• Completion of Service Learning Project
• Portfolio Presentation of Learning
• Completion and Presentation of Capstone Project
• Yearly participation in the Student Wellness Program
• Learning Facilitator Role_
• Plan and deliver the assigned courses, modules or projects in a manner that is consistent with the school's core values and pedagogy. Design and help students align all learning activities to TGS Learning Targets
• Provide assessment and feedback that is formative and summative. Feedback should be growth oriented, indicating the quality of work and encouraging the learner to take the next steps or improve.
• Provide the assessment feedback to students and parents as determined by the school's assessment policy and procedures. e.g. verbal and written feedback on assignments and end of term reports.
• Create a studentcentered and compatible learning environment: stimulating, active, safe, respectful, projectbased learning
• Infuse global perspectives and culturally relevant and inclusive content into program
• Collaboratively Implement interdisciplinary and thematic activities with other Educators
• Use an array of community and other learning resources
• Strive to incorporate the following into student learning opportunities:
• Student Voice
• Connected Learning
• Student Choice
• Reflection
• Innovation
• Selfassessment
• Problem Solving
• Critical Thinking
• Safety_
• Exercise good judgment when proposing activities to ensure the safety of students.
• Share onduty responsibilities
• Follow Safe Protocols for daily operations within locations
• Follow Local Emergency Action Plans for each coun