Applications are being sought for
a Spanish Teacher for 2018-19
Cristo Rey Tampa High School, a Catholic high school serving traditionally underserved youth who might not otherwise have access to a quality college-preparatory education, is beginning the hiring process for the 2018-19 school year. Cristo Rey Tampa is entering its third year. There will ninth through eleventh grade students attending in 2018-19. The school will add a fourth ninth-grade class in 2019-20.
Teachers at Cristo Rey Tampa High School must:
- Be dedicated to student success and willing to do whatever it takes to reach a wide range of struggling to academically gifted students.
- Be technologically inclined and able to fully integrate technology into learning.
- Embrace the Danielson Frameworks for Teaching Evaluation system
Applications are being sought for the following positions for 2018-19.
Teachers for the positions above must possess the required qualifications.
1. A four-year degree from an accredited college or university.
2. Florida Department of Education certification in the applicable subject area.
3. Previous teaching experience at the high school level (preferred).
4. Commitment to the characteristics in the teacher profile for Cristo Rey Tampa (see below).
Please email your application (found on the website cristoreytampa.org) under the About Us/Employment tab, a current resume and a cover letter expressing interest, two professional references and one personal reference to Ana Cardona, Executive Assistant at firstname.lastname@example.org. It is most expedient to send all information requested in one email. Cristo Rey Tampa will not discriminate on the basis of race, color, religion, national or ethnic origin in the hiring process. Receipt of application with other instructions will be sent shortly after receiving your completed application along with other items requested.
Application deadline: positions open until filled.
Cristo Rey Tampa High School
- Aligned with the school’s Catholic, Salesian identity
- Committed to helping traditionally underserved students and their families
- Places high value on the Corporate Work Study Program
- Sets high expectations for oneself and for all students
- Committed to continual, meaningful and timely professional development
- Believes that all students have the ability to learn
- Is open to frequent classroom visits by school leaders with the emphasis on continuous improved performance as a teacher
- Understands different learning styles of students
- Understands and uses an effective pedagogical cycle for instruction
Concerned for the welfare of others
- Knows the specific needs of students
- Is aware of social, emotional, physical and spiritual needs of students
- Committed to educating the whole child
- Strives for social justice
- Uses praise consistently with students in the classroom
- Uses a classroom management system that is based on positives and not negatives
- Recognizes ethical and moral behavior
- Understands the time commitment needed to be an effective teacher
- Is willing to work longer hours to promote student success
- Holds oneself accountable to student success
- Willing to admit when help is needed
- Is ethical at all times
- Understands appropriate student-teacher relationships
- Works honestly with others to build trust, accomplish goals, learn from others and support peers
- Understands the teacher’s role in student success
- Recognizes strengths and accomplishments of students and peers
- Seeks out information from all students about their cultural heritage.
- Willing to try alternate teaching strategies
- Post student grades in a timely manner
- Is willing to use technology on a consistent basis in the classroom
- Embraces blended learning style of teaching
- Uses research based best practices during classroom instruction
Highly effective in the classroom
- Understands and uses data to drive instruction
- Differentiates instruction in the classroom
- Has a system of frequent progress monitoring with students
- Uses homework effectively
- Uses effective questioning techniques
- Employs effective communication strategies with students and parents
- Uses classroom time effectively
- Use a wide variety of assessment techniques to measure student mastery
- Connects outcomes to previous and future learnings.
- Has consistent levels of high student engagement
- Accepts all types of diversity in students and adults
- Strives for high quality interpersonal relationships between teachers, students, parents and staff
- Is a team player
- Works constantly to develop trust and positive relationships
- Willing to work in a professional learning community culture
Ability to laugh
- Values and uses humor appropriately