Participate Learning Jobs in Minnesota (NOW HIRING)

Reporting To: Secondary Division Director

Employment Status: Full-time (during school year)

FLSA Status: Exempt

Starting Pay: $45,000 - $80,000 annually (Depending on experience and qualifications)

Summary Of Core Responsibilities amp; Org Relationships:

The Upper School English Language Arts (ELA) Teacher is responsible for delivering rigorous, evidence-based literacy instruction to students in grades 9–12 with diagnosed learning differences, including dyslexia, dysgraphia, ADHD, and related learning differences.

This role requires expertise in adolescent literacy development and the ability to provide structured, explicit instruction while promoting critical reading, analytical writing, and thoughtful discussion of complex texts.

Instruction is designed to support diverse learning profiles while maintaining high academic expectations.

The teacher develops and implements instruction that strengthens reading comprehension, written expression, vocabulary development, and analysis of literary and informational texts. Students engage in close reading, evidence-based writing, discussion, and research to deepen understanding and strengthen communication skills.

In keeping with the interdisciplinary nature of secondary programs, the teacher may also teach additional courses aligned with their expertise and the needs of the program, such as geography, writing seminars, or other humanities-related electives.

The Upper School ELA Teacher collaborates closely with division leadership, learning specialists, counselors, and families to ensure instruction aligns with individual student learning plans and the mission of the school.

Duties and Responsibilities:

Demonstrate a commitment to safeguarding children as a priority

Instruction amp; Curriculum Delivery

• Plan and deliver English Language Arts instruction informed by student diagnostic data and ongoing assessment
• Design instruction that develops reading comprehension, written expression, vocabulary development, and analytical thinking
• Implement structured and explicit literacy instruction to support students with learning differences while promoting critical analysis and discussion
• Provide explicit instruction in writing, including sentence construction, paragraph organization, and development of extended analytical and argumentative writing
• Use literary and informational texts to develop close reading skills and evidence-based interpretation
• Integrate reading, writing, discussion, and research to deepen understanding of texts and ideas
• Adjust pacing, grouping, and instructional methods in response to student performance and individual learning profiles
• Maintain consistent classroom routines and expectations that support executive functioning and engagement
• Teach additional courses as assigned based on program needs and faculty expertise, such as geography or interdisciplinary humanities courses

Assessment amp; Data-Informed Practice

• Use formal and informal assessments to monitor student progress and determine instructional next steps.
• Analyze student work to identify patterns in comprehension, reasoning, and writing development.
• Adjust instruction based on data gathered through observation, formative assessment, and diagnostic review.
• Maintain accurate and timely documentation of grades and progress in the school’s student information system.
• Prepare progress reports and narrative feedback aligned to school timelines and individual student learning plans.

Student Support amp; Individualized Planning

• Collaborate with Student Study Teams (SST) to review student progress and implement targeted supports.
• Implement instructional accommodations and modifications consistent with documented student needs.
• Support the development of executive functioning skills, including organization, task initiation, planning, and self-monitoring.
• Communicate concerns regarding academic progress, engagement, or student well-being to appropriate personnel in a timely manner.

Collaboration amp; Communication

• Participate in division meetings, faculty meetings, and professional learning activities.
• Collaborate with colleagues to ensure coordinated instructional and behavioral support for students.
• Communicate proactively and professionally with families regarding student progress and expectations.
• Respond to communication within established school guidelines.

Professional Responsibilities

• Supervise students in assigned non-instructional duties.
• Uphold all school policies related to child safety, mandated reporting, and professional boundaries.
• Maintain appropriate professional relationships with students and families.
• Complete required training in child protection and school procedures.
• Perform additional duties as assigned by the Secondary Division Director.

Job Specifications:

Education, Experience, and Credentials

• Bachelor’s degree in English, Literature, Education, or a related field required
• Master’s degree in English, Education, Special Education, or related field preferred
• Minimum of two years of experience teaching secondary English Language Arts preferred
• Experience working with students with diagnosed learning differences, including dyslexia, dysgraphia, ADHD, and executive functioning challenges preferred
• Demonstrated ability to use diagnostic and formative assessment data to inform instructional planning
• Experience differentiating instruction for diverse learning profiles
• Valid teaching license preferred; candidates eligible for licensure in Minnesota will also be considered
• Successful completion of background check and required child protection training

Knowledge, Skills, and Abilities

• Knowledge of adolescent literacy development, literary analysis, and writing instruction
• Understanding of how learning disabilities impact reading comprehension, written expression, and language processing
• Skill in designing structured, explicit literacy instruction while promoting analysis and discussion
• Skill in analyzing student work to identify misconceptions and instructional next steps
• Skill in differentiating instruction based on student learning profiles and performance data
• Ability to maintain a structured, predictable classroom environment that supports executive functioning
• Ability to communicate clearly and professionally with students, families, and colleagues
• Ability to collaborate effectively within interdisciplinary teams
• Ability to exercise sound professional judgment and maintain appropriate boundaries.

As a staff member at GLO, you are entrusted to bring these values to life through your daily work:

Authenticity: Engage honestly and transparently in all interactions, building trust with students, families, and teammates. Communicate openly about successes, challenges, and needs, fostering an environment where everyone can grow and contribute.

Collaboration: Actively partner with colleagues across programs and divisions to elevate student outcomes and organizational impact. Share insights, celebrate wins, and support each other with mutual respect and shared purpose.

Compassion: Embrace the diversity of our community which includes learners, learners’ families, staff, and faculty by recognizing and valuing individual strengths, experiences, and perspectives. Approach others with empathy, patience, and a commitment to creating belonging for all.

Discovery: Seek continuous improvement through curiosity, reflection, and learning. Innovate within your role and contribute to the evolution of practices that enhance the educational experience for students and colleagues alike.

Tenacity: Demonstrate resilience and boldness when facing challenges, advocating for students and systemic improvements. Persist with purpose, even when the work is difficult, always driving toward solutions rooted in research and compassion.

We expect every team member to model these values by fostering a culture that is inclusive, supportive, and courageous. Staff are encouraged to take initiative, contribute to collaborative problem-solving, and hold each other accountable to the highest standards of integrity, professionalism, and care. When we embody GLO’s values together, we create the kind of community where everyone can thrive.

Physical Requirements Necessary to Perform This Job

Incumbent must be able to:

• Hear, speak, and effectively communicate in the English language, including following oral and written instructions, in order to communicate with people inside and outside the organization
• Sit or stand at a desk for extended periods of time and perform long hours of work sitting at a computer and in meetings
• Apply manual dexterity and visual acuity for computer keyboarding and office equipment use, and review detailed reports and information
• Move around the school and office or classroom area repeatedly or prolonged times throughout the day.
• Work a flexible schedule, including attending and presenting at events and meetings that occur outside of typical work hours as required/scheduled

Tools and Equipment Used

• Must be able to use computers, telephones, photocopiers, and related office equipment

Work Environment

• The work environment is indoors.
• May occasionally participate in indoor or outdoor off-site student activities for field trips, recess, etc.

This job description does not necessarily list all the functions or accountabilities of the job. Employees may be asked by management to perform additional duties and tasks. Management reserves the right to revise and update job descriptions at any time.