Part-time Advisory Teacher - Iowa Connections Academy

School Summary

Iowa Connections Academy (IACA) is a tuition-free, full-time virtual public school for students in grades K-12 throughout Iowa. The school operates in partnership with the CAM Community School District in Anita, IA. IACA is accredited by the North Central Association Commission on Accreditation and School Improvement, an accrediting division of AdvancED.

Position Summary

This position is a part-time position. Working with Iowa Connections Academy from your home office in Iowa, or, with School Leader approval, be hired and willing to work and be responsible for expenses associated with travel in order to participate in required activities within the state of Iowa. Certified Teachers will manage instructional programs. Through use of the telephone, Internet and various curriculum tools they will consult regularly with learning coaches and students to ensure that each child successfully completes their instructional program. 

The IACA Advisory Teacher works closely with their homeroom students, with newly enrolled students and parents, and with students identified as “at risk”, being the primary point of contact for them when working on strategies to be successful in our online school. The Advisory Teacher will be responsible for the successful completion of the following tasks:

• Homeroom Support (25%):
• Hosting a homeroom of students, acting as a role model and mentor for them throughout the school year. Key duties include, but are not limited to: 
• Hosting homeroom LiveLessons as determined by school leadership
• Supporting students and families through key school year cycle tasks, including Welcome Calls, Intent to Return, and monthly Student of Concern Progress Checks
• Encouraging students to be engaged in their lessons and LiveLessons
• Advise students and families related to academics, academic skill building, and graduation
• New Student Support (10%):
• Hosting New Student Support LiveLessons as assigned during the fall and spring enrollment seasons to help our new and late-enrolling families start off on the right foot
• Working with school leadership, implement and oversee programs for students and families related to intervention
• Assist teachers when students enroll mid-semester, providing teachers with guidance on integrating the students into their coursework
• At-Risk Student Support (65%):
• Supporting students identified as Unsatisfactory in Student Learning Plan (Student of Concern) progress checks, including:
• Conducting weekly or biweekly check-ins with a floating caseload of students and providing support within Student of Concern criteria between progress checks, getting STs to the point they are passing all core (K-5) and all classes (6-12) at end of terms
• Contacting students and families who have not engaged satisfactorily in our program, as identified by weekly lesson completion data
• Host LiveLessons to provide support and intervention for student academic behaviors (e.g., improvement of progress, improvement of contact)
• Collaborates with the Professional School Counseling Team to discuss strategies to support at-risk students, to discuss successes, and to discuss specific student needs
• Takes an active role as a member of an assigned PLC to identify and monitor progress on a team-determined goal.
• Works with school teams to identify and help families access school and community resources
• Supports families through the school withdrawal process, assisting with data collection regarding withdrawal
• Coordinating  tracking updates with Direct Superviso and other school leaders
• Other Roles:
• Be a collaborative member of IEP and 504 teams, as assigned, sharing academic progress insights about students and providing feedback on goals and accommodations;
• Work collaboratively and often within a professional learning community of grade- or content-level instructional staff to review student progress data related to a team-determined SMART goal, with the goal of the data driving instruction and support, and improving teaching practices
• Work with other Advisory Teachers and School Counselors to ensure students and families are receiving appropriate communications, students are making adequate progress, and established goals are being met within Student of Concern and/or graduation frameworks;
• Attend and participate in in-person training sessions, team-building, and state testing activities scheduled throughout the school year and throughout the state of Iowa;
• Report and refer critical incidents that jeopardize student well-being as obligated by law, administrative regulations, or ethical standards.  Stay abreast of all state regulations relating to incident reporting and documentation;
• Take part in all assigned professional development and training, synchronous and asynchronous, including state-required training in SEL and DEI, and actively seek additional opportunities to grow and learn in the role;
• Complete the duties of an assigned or volunteered-for representative or Career Ladder position that has a school-wide focus (examples include, and are not exclusive to, Attendance Rep, Communication Rep, or Elective Rep);
• Other duties as assigned. 

Requirements

• Appropriate teacher certification in any Secondary subject or K-8 Elementary Education 
• Must reside in the state of Iowa, or with School Leader approval be hired and willing to be responsible for expenses associated with travel in order to participate in required activities within the state of Iowa
• Demonstrated strong technology skills (especially with Microsoft Office and 
• Google Suite products, synchronous classroom programs such as Zoom, third-party educational software such as Nearpod and Kahoot, and data collection and examination tools, including spreadsheets and databases)
• Excellent communication skills, both oral and written, with the ability to communicate (listen, speak, and write) effectively and appropriately with staff, students, and families from a wide range of cultural, ethnic, and linguistic backgrounds.
• Excellent attention to detail, with proven time management and organizational skills, especially when working independently
• Demonstrated ability to work with colleagues to foster and encourage an inclusive work and school environment that is supportive of different groups of individuals, including people of different races, ethnicities, religions, abilities, genders, and sexual orientations.
• Student- and family-focused approach, with demonstrated ability to create an inclusive and culturally responsive classroom environment that supports and recognizes students of diverse backgrounds and identities. 
• Ability to travel for one, possibly two, weeks at a time for key school events, including overnight travel (including, but not limited to: back-to-school training, state testing, graduation ceremony, marketing events, and field trips)

• Must be able to use a personal electronic device and email address for 2-step authentication