JOB DESCRIPTION

 

Position Title	High School Personalized Learning Coordinator and Teacher
Supervisor’s Title	High School Principal
Effective Date	August 1, 2025
Salary Schedule	Depends on experience and qualification

 

AISC Mission

Together we inspire a love of learning, empowering all students with the courage, confidence, creativity and compassion to make their unique contribution in a diverse and dynamic world.

 

Our Core Values
Respect | Responsibility | Excellence | Integrity | Diversity

We believe that…

1. Each person has equal intrinsic value, worthy of dignity and respect.
2. We are responsible for our choices and their effect on ourselves, others, and the environment.
3. Being open to new ideas and challenging experiences enriches our lives. 
4. Mutual respect, trust, and caring foster healthy interpersonal relationships. 
5. Embracing our diversity makes us a stronger community.
6. In an interconnected world, our positive contributions to the community and the environment are essential.
7. Individuals thrive in a nurturing environment that provides for their physical and emotional safety.

 

Our Vision for the AISC Learner
At AISC, successful learners are…

POSITION DUTIES AND RESPONSIBILITIES

AISC teachers are responsible for ensuring that all instructional and assessment practices, curriculum development, classroom management, and professional growth align with and contribute to the School’s Mission, Core Values, and Vision for the AISC Learner.  

Duties and responsibilities of this position include but are not limited to:

 

1. Administering and managing our HS Personalized Learning Program and classes
1. Online Personalized Learning (OPL)
1. Site-based supporting teacher for all online learning partners
2. Raising awareness of OPL with students and families
3. Managing all course requests, registration, payments and onboarding
4. Conducting OPL courses, combining skill building and supervision of course work
5. Supervising all online assessments, experiments and presentations
6. Reporting on progress and assuring all transcripts are received
2. Academic Personalized Learning (APL)
1. Interviewing all APL candidates
2. Identifying all APL mentors
3. Supporting APL mentors as they support APL students
4. Co-designing semester APL courses with student and mentor: curriculum, assessments and feedback approaches
5. Supervising course work and course revision, including using Managebac to create a course learning portfolio
6. Creating APL showcases
7. Reporting on progress
3. Passion Project Personalized Learning
1. Interviewing all PPPL candidates
2. Co-designing semester PPPL courses with student using the Stanford Design Thinking framework
3. Supervising course work and course revision, including using Managebac to create a course learning portfolio
4. Supporting and supervising all off-campus and community partner connections that students make/need
5. Creating PPPL showcases
6. Reporting on progress
4. CareerX Personalized Learning
1. Interviewing all CareerX course candidates
2. Co-designing semester Career courses with student using the Stanford Design Thinking framework
3. Identifying CareerX community partners
4. Supporting CareerX community partners as they work with CareerX students
5. Supervising course work and course revision, including using Managebac to create a course learning portfolio
6. Supporting and supervising all off-campus and community partner connections and experiences
7. Creating CareerX presentations
8. Reporting on progress

 

1. Teaching/co-teaching the AISC HS Capstone course
1. Interviewing all Capstone candidates
2. Identifying all Capstone mentors
3. Supporting all students to move through the academic research continuum to produce a 4,000 word research paper or equivalent.
4. Supervising students’ course work and process, including using Managebac to create a research process and product
5. Creating a Capstone showcase
6. Reporting on progress, assigning SBAR grades
2. Teaching a HS department course as needed
3. Using Adaptive Schools and Cognitive Coaching Strategies to support student self-advocacy
4. Serving as a member of the Personalized Learning Pathways R&D team as it identifies, designs and builds modular pathways of 2-5 PL courses.

 

KNOWLEDGE

 

Successful AISC teachers are learners. They can demonstrate specific knowledge and understanding and share examples of their growth in the following areas:   

1. Developmental stages of students
2. Culturally responsive instructional practices
3. Differentiation and personalization
4. Standards-based assessment and reporting
5. Course-/program-specific knowledge
6. Collaborative and reflective practices
7. Wellbeing practices

 

SKILLS

 

AISC teachers can demonstrate specific skills and understanding and share examples of their current practice in the following areas:  

1. Communicating effectively in verbal and written forms with students, parents and colleagues
2. Using technology to enhance the learning experience
3. Contributing to school initiatives, community, and culture
4. Embedding student voice and choice into classroom structures and routines 
5. Managing time and projects effectively
6. Designing effective instruction to meet all learner needs
7. Actively engaging students in the learning experience through a variety of pedagogical approaches

 

PROFESSIONAL STANDARDS

 

AISC teachers are expected to demonstrate effectiveness and growth by:

1. Embracing responsibility for student learning
2. Modeling personal and professional growth
3. Leading others outside of the classroom
4. Innovating practices and programs

1. Collaborating with all community members
2. Communicating with all community members
3. Building community through action
4. Embedding wellbeing
5. Demonstrating ethics and integrity in all interactions

 

AISC is a thriving community of students, parents and professionals. To support this community, AISC professionals volunteer, participate, and engage with AISC initiatives, events, and programs.

PREFERRED QUALIFICATIONS AND EXPERIENCE

AISC seeks teachers with appropriate experiences that have helped them develop their knowledge, skills, and talents:

1. At least three years of relevant experience
2. Teaching credential
3. A record of continued professional growth 
4. Experience working with English as Additional Language learners
5. Experience teaching and learning in a technology-integrated environment
6. Experience in leading co-curricular activities

 

NOTE

The above job description is meant to outline general knowledge, skills and responsibilities. It may be necessary to assume other duties and responsibilities that are not specifically outlined herein.