SEEQS has been designed with intent to take full advantage of the expertise, experience, passions, and creativity of its teachers. Recruitment and retainment of high-quality teachers are critical to SEEQS’ success. The teachers’ roles have been designed to be both challenging and rewarding, with the following in mind:
Meaningful relationships with students developed around real work.
Students and adults interact through authentic investigations of real challenges in EQS courses and in core content courses.
Meaningful relationships with students developed around real play.
All teachers participate in the morning exercise/club/service alongside students, providing an opportunity for students and adults to interact as co-learners, helping create a culture focused on learning for all community members.
Meaningful relationships with students developed around real issues.
All adults in the community who are full-time employees will serve as “advisors” to a small group of students (less than fifteen) with whom they will have the opportunity to develop long-term, multi-year relationships, and with whom they can engage in discussions and activities of personal and social importance to both students and adults.
Built-in time for professional development work as whole staff and in Professional Learning Communities.
Two hours of whole-school professional development time is built into the schedule on Wednesday mornings each week. Scheduling also enables Professional Learning Communities among teachers in similar disciplines, both cross-disciplinary (e.g. science/math PLCs) as well as department-level (e.g., math department meetings). EQS groups meet at least twice weekly, as well, enabling multi-disciplinary PLCs.
Overlap in students taught.
Teachers will work with many of the same students in both their EQS groupings and their core academic courses, building relationships through sustained contact. Fewer students to interact with overall allows teachers to get to know students better and more deeply (Miles and Frank, p. 128).
Meaningful relationships with students developed around real work.
Students and adults interact through authentic investigations of real challenges in EQS courses and in core content courses.
Meaningful relationships with students developed around real play.
All teachers participate in the morning exercise/club/service alongside students, providing an opportunity for students and adults to interact as co-learners, helping create a culture focused on learning for all community members.
Meaningful relationships with students developed around real issues.
All adults in the community who are full-time employees will serve as “advisors” to a small group of students (less than fifteen) with whom they will have the opportunity to develop long-term, multi-year relationships, and with whom they can engage in discussions and activities of personal and social importance to both students and adults.
Built-in time for professional development work as whole staff and in Professional Learning Communities.
Two hours of whole-school professional development time is built into the schedule on Wednesday mornings each week. Scheduling also enables Professional Learning Communities among teachers in similar disciplines, both cross-disciplinary (e.g. science/math PLCs) as well as department-level (e.g., math department meetings). EQS groups meet at least twice weekly, as well, enabling multi-disciplinary PLCs.
Overlap in students taught.
Teachers will work with many of the same students in both their EQS groupings and their core academic courses, building relationships through sustained contact. Fewer students to interact with overall allows teachers to get to know students better and more deeply (Miles and Frank, p. 128).
Interested in being a part of this unique teaching environment? Visit Work at SEEQS to see available positions!