2024-2025 School Year 

(Posted: 03/01/2024)

POSITION:  Alternative Support Program Teacher - Credit Recovery

LOCATION: Ritenour High School 

QUALIFICATIONS: Any High School Core Content Certification

Application Submission Procedure – External Candidates: 

• To ensure full consideration, please visit the Ritenour School District websitewww.ritenourschools.org and complete our online application.
• Applications are accepted only through this process-mailed or emailed application materials will not be considered. Upload letter of interest and resume.
• All documents are required-partial or incomplete application materials will not be considered or reviewed; please make sure that all documents are uploaded appropriately.

Application Submission Procedure – Internal Candidates:

• To ensure full consideration, please visit the Ritenour School District websitewww.ritenourschools.org and “Sign In” as an employee.
• Click “Staff Website” and then under Quick Links click on “Internal Job Postings,” new applicants will create an internal Profile and click on “Job Listings” and apply for the position. If you already have an internal Profile, click on “Job Listings” and apply for the position.

SALARY: Teacher Salary Schedule 

DEADLINE: Open until filled 

JOB DESCRIPTION 

JOB TITLE: Teacher – Alternative Education – Ritenour High School

Position Summary:  Provides instruction to students in an alternative learning setting. Leads the teaching and learning process across core academic content areas with specific emphasis in the areas of English language arts and mathematics in a manner that supports social-emotional growth and well-being.

REPORTS TO: Principal                             

EXAMPLE (S) of WORK PERFORMED:

• Demonstrates appropriate long and short-term preparation for classroom instruction.
• Maintains exemplary classroom management.
• Holds high expectations for all students and sees themselves as facilitators of student learning.
• Organizes and uses a variety of teaching techniques, strategies, materials, and technology to maximize the learning of each child, individually and in group settings.
• Assess student progress, provides students and parents with specific feedback, and uses the results to adjust instruction as needed.
• Provides opportunities for academic success.
• Takes responsibility for teaching the district curriculum as outlined in the curriculum documents.
• Establishes clear objectives for all lessons units and projects and communicates these objectives to students.
• Keeps abreast of current development in their fields and continues to deepen their understanding of their disciplines.
• Establishes and maintains a functional, attractive, orderly, and safe classroom environment that is conducive to student learning and builds a sense of community.
• Develops classroom rules on behavior procedures, and maintains fair and just order in the classroom.
• Manages discipline in accordance with administrative regulations, school board policies, and legal requirements.
• Develops a repertoire of strategies to manage student behavior, individually and in groups, in a manner that encourages individual responsibility, self-control, self-discipline, and effective decision-making.
• Takes reasonable and necessary precautions to protect students, equipment, materials and facilities.
• Demonstrates a respectful, cooperative and caring manner with students and adults in the school community.
• Assumes responsibility for the effective functioning of the school to include necessary noninstructional assignments and student management throughout the entire building.
• Maintains complete records as required by law, district policy and administrative regulation.
• Contributes to school effectiveness by collaborating with other professionals and participating in school and district activities, such as staff meetings, parent-teacher conferences, teacher training workshops and serving on building and district committees.
• Pursues professional growth and development through staff development and opportunities, postgraduate education, membership and participation in professional organizations and attendance at regional, state and national meetings.
• Actively participates in the Performance Based Teacher Evaluation process.
• Supervises students during school-sponsored after school/evening activities.
• Attends meetings and activities outside the normal school day, i.e., professional development activities, parent conferences, open houses and staff meetings.
• Performs other related work as assigned.

ESSENTIAL FUNCTIONS: (*)

(*)  When a specific assignment has additional or different ESSENTIAL FUNCTION requirements, the differences will be discussed at the time of assignment.

• Classroom management requires daily attendance to meet student needs.
• Requires travel to work sites within a building
• Interprets test results; reviews and interprets printed reports to obtain information necessary for decision-making, planning and management in assigned area(s).
• Operates specialized equipment such as computers, copiers, DVR’s etc.
• Provides written procedures for plan preparation and implementation; communicates student assignments and behavior problems with others in writing.
• Provides instruction to students; discusses education programs with teachers, administrators, and/or citizens; conducts individual or group meetings; works with students to reinforce learning assignments; assists with the supervision of students; discusses student assignments and behavior problems with others.
• Reviews published educational materials for selection purposes; observes and evaluates student performance; checks student’s work, corrects papers, supervises testing; assesses the accomplishments of students and provides progress reports.

Physical Demands  (Strength)

                -Exerts 20 to 50 pounds of force occasionally, and/or

                -Exerts 10 to 25 pounds of force frequently, and/or

                -Exerts 10 to 20 pounds constantly.

KNOWLEDGE, SKILLS, and ABILITIES:

                Vocational Preparation: (Experience)

• Successful teaching experience and/or prior teaching experience at the secondary level
• Successful teaching experience in an alternative education setting or experience teaching at-risk students preferred
• Experience and understanding of creating a trauma-informed educational environment

                Education Preparation: (Formal and Informal)

• Bachelor’s degree from an accredited educational institution
• Missouri Secondary School Teaching Certificate