SY 2026-2027 English III Teacher

Description

Gestalt Community Schools (GCS) is seeking a knowledgeable, student-centered, and results-driven English III Teacher who is committed to ensuring that all scholars achieve at high academic levels. The English III Teacher is responsible for delivering rigorous, standards-aligned instruction that strengthens scholars’ reading, writing, critical-thinking, communication, and analytical skills while preparing them for college, career, and postsecondary success.

GCS teachers design and implement engaging weekly lesson plans, develop standards-based assessments, analyze scholar performance data, and create targeted intervention plans to address individual learning needs. Teachers effectively integrate technology, digital content, and project-based learning to create meaningful and engaging learning experiences. The English III Teacher collaborates closely with school and network teams, families, special educators, and instructional leaders to support scholar achievement and foster a positive, inclusive, and academically rigorous classroom environment.

Essential Duties and Responsibilities

Instruction and Curriculum

• Demonstrate a thorough knowledge and understanding of the Achievement First curriculum and the ability to effectively interpret, internalize, and deliver curriculum-aligned lessons.
• Plan and deliver rigorous, engaging, and standards-based English III instruction aligned with Tennessee Academic Standards and applicable college- and career-readiness expectations.
• Develop and implement weekly lesson plans that include clear learning objectives, differentiated instructional strategies, formative assessments, and opportunities for scholar engagement.
• Teach scholars a Common Core-aligned curriculum that promotes strong literacy, critical-thinking, analytical, written, and oral communication skills.
• Use effective instructional practices to support scholars in analyzing complex texts, developing evidence-based arguments, strengthening writing skills, and engaging in meaningful academic discourse.
• Integrate digital content and instructional technology into daily lessons and learning activities in a highly proficient and purposeful manner.
• Implement project-based learning opportunities that promote collaboration, creativity, problem-solving, real-world application, and scholar ownership of learning.
• Establish and maintain a structured, inclusive, respectful, and academically focused classroom environment.
• Motivate and inspire scholars to set ambitious goals, demonstrate perseverance, take ownership of their learning, and achieve academic success.

Assessment, Data, and Scholar Support

• Develop, administer, score, and review standards-based formative, interim, and summative assessments.
• Analyze assessment data and other scholar performance indicators to identify strengths, learning gaps, and opportunities for instructional improvement.
• Use data to differentiate instruction, adjust instructional practices, and provide targeted support for individual scholars and student groups.
• Develop and monitor scholar improvement and intervention plans to support academic growth and achievement.
• Provide additional academic support through tutoring, intervention, enrichment, and other assigned instructional activities.
• Maintain accurate and timely records related to scholar performance, attendance, grades, interventions, and progress toward academic goals.
• Monitor scholar progress and communicate academic expectations, performance concerns, and improvement strategies in a timely manner.

Collaboration and Family Engagement

• Collaborate with special educators and other instructional staff in an inclusion and co-teaching environment to support scholars with Individualized Education Programs (IEPs) and other identified learning needs.
• Participate in collaborative planning with grade-level, content-area, school-based, and network teams.
• Contribute to the development and implementation of instructional strategies, interventions, and school improvement initiatives.
• Meet and communicate regularly with parents and guardians regarding scholar academic performance, attendance, behavior, progress, and support needs.
• Build positive, respectful, and productive relationships with scholars, families, colleagues, and community stakeholders.
• Serve as an active and collaborative member of the school community.

Professional Responsibilities

• Attend and actively participate in required weekly professional development, instructional coaching, collaborative planning, staff meetings, and other school- or network-sponsored training.
• Demonstrate a commitment to continuous professional growth by implementing feedback and engaging in ongoing reflection and professional learning.
• Support school-wide programs, events, activities, and initiatives as assigned.
• Maintain professionalism, confidentiality, ethical conduct, and compliance with all Gestalt Community Schools policies, procedures, and expectations.
• Perform additional duties and responsibilities as assigned by the school principal or designee.

Core Competencies

The successful candidate will demonstrate:

• A strong commitment to academic excellence and equitable outcomes for all scholars.
• High expectations for scholar achievement, behavior, engagement, and growth.
• Strong instructional planning, classroom management, and data-analysis skills.
• The ability to use assessment data to make timely and effective instructional decisions.
• Adaptability, initiative, sound judgment, and a solutions-oriented mindset.
• A commitment to collaboration, accountability, continuous improvement, and professional growth.
• Strong relationship-building skills and the ability to create an inclusive and supportive learning environment.
• The ability to contribute positively to the mission, vision, values, and strategic priorities of Gestalt Community Schools.

Work Environment and Physical Requirements

The English III Teacher works primarily in a school-based classroom environment and may be required to stand, walk, sit, communicate, use standard instructional technology, and move throughout the school campus for extended periods. The position may require participation in school activities, professional development, family meetings, tutoring, and other responsibilities outside of the traditional school day.

Gestalt Community Schools is an equal opportunity employer and is committed to creating and maintaining an inclusive, respectful, and equitable workplace. Employment decisions are made without regard to legally protected characteristics and in accordance with applicable federal, state, and local laws.

Requirements

Required Qualifications

• Hold a current and valid Tennessee teaching license in English/Language Arts with an appropriate endorsement code, including 001, 007, 101, 121, 159, 400, 401, 402, 407, or 440.
• Hold a master’s degree in English or have completed a minimum of 18 graduate-level credit hours in English.
• Demonstrate a strong knowledge of English language arts content, literacy instruction, curriculum development, and effective instructional practices.
• Demonstrate the belief that all scholars can learn, grow, and achieve at high academic levels when provided with rigorous instruction, meaningful support, and high expectations.
• Demonstrate proficiency in using digital content, instructional technology, and project-based learning to enhance scholar engagement and academic outcomes.
• Demonstrate the ability to effectively teach in an inclusive classroom environment and collaborate with a co-teacher.
• Demonstrate the ability and willingness to work within an extended-day school environment.
• Possess strong verbal, written, organizational, and interpersonal communication skills.
• Demonstrate the ability to build positive relationships and communicate effectively with scholars, families, colleagues, and school leaders.
• Demonstrate strong collaboration skills and the ability to work effectively as a member of a high-performing team.

Preferred Qualifications

• A proven record of increasing scholar achievement, as demonstrated through TVAAS data, state assessment results, value-added data, or other measurable academic outcomes.
• Previous experience teaching high school English/Language Arts, particularly English III.
• Experience implementing standards-based instruction, data-driven intervention, project-based learning, and technology-enhanced instruction.