Sustainability and Aina Based Learning Kumu

Aloha mai!  Mahalo for your interest in Kamehameha Schools.  If you are looking for an opportunity to utilize your skills and talents and grow in your profession, while serving and strengthening our Native Hawaiian community, we would love to have you join our ʻohana!

Kamehameha Schools Maui is seeking (2) Sustainability and Aina Based Learning Kumu to support grades K-5 science. The ideal candidate will have the ability to align Sustainability and Aina Based Learning with Next Generation Science Standards (NGSS). Teachers work Monday-Friday 7:30am – 3:30pm, with alternating bell schedules. Pay for this position is based off of highest degree earned and full-time teaching experience.

https://ksbe.wd1.myworkdayjobs.com/en-US/External/job/Sustainability-and-Aina-Based-Learning-Kumu_JR-03481

BACKGROUND

About Kamehameha Schools

At Kamehameha Schools, the mission to educate Native Hawaiian children was established by founder Ke Ali`i Pauahi. The mission is central to all daily functions and the drive behind the Schools’ work.  The Strategic Plan outlines the path forward, and emphasizes that the same values instilled in students are the values teachers should live and teach by.  Thus, students as well as teachers, administrators, and staff are held to a common set of learner outcomes (E Ola! elements highlighted below) and beliefs that will lead us to fulfilling Pauahi's mission. 

Through this commitment is the belief that all Kamehameha Schools Employees and Students will become local and global servant leaders who are culturally engaged and play significant roles in creating strong `ohana (family) and communities throughout ka pae `aina o Hawai`i (the islands of Hawai`i) and beyond.    

EXPECTATIONS

To maintain a World-Class, Hawaiian Culture-Based (WCHCBE) institution, Faculty are expected to be masters of their disciplines and craft; place a great deal of emphasis on (but are not limited to) these educational practices/approaches/philosophies:

• student-centered learning,
• `āina-based (place-based) learning environments,
• multicultural education,
• global education,
• service learning,
• indigenous education,
• data literacy and how data informs practice,
• integrated and interdisciplinary curriculum,
• project/inquiry-based learning,
• professional learning communities,
• design thinking,
• subject area expertise,
• integration of technology,
• meeting the individual needs of each student (personalized learning),
• assessing each student authentically,
• valuing skills over content,
• deep knowledge of a variety of assessment techniques,
• valuing mastery over traditional grading methods,
• constructivist learning techniques, and
• engagement of families in learning outcomes.

Job Summary

Faculty positions at Kamehameha Schools require a high level of cutting-edge teaching skills, the ability to teach to the whole child, and the ability to foster E Ola! Learner Outcomes; values in daily practice and kulana (department) on campus.  A match with school culture is crucial in any position; Kamehameha Schools places a premium on a culture of excellence, customer service and positive relationships (pilina) as well as a commitment to the mission of Ke Ali`i Pauahi.

Essential Responsibilities

Nā kumu (Teachers) at Kamehameha Schools are responsible to contribute to student learning by:

• Demonstrating Academic Competence in their subject area(s), and displaying an inclination for developing integrated and interdisciplinary work across the curriculum;
• Maintaining a Growth Mindset toward student learning, teaching practice, and personal/collective professional development;
• Demonstrating a high degree of Self-Efficacy (agency): teachers hold themselves accountable for learner outcomes, advocate for their students, work efficiently, and most importantly believe in their ability, the capability of their students and themselves to succeed and excel;
• Facilitating Problem-Solving, with curious minds, and critical thinkers who show a high degree of creative application in the implementation of data-driven curriculum and practice;
• Serving as Role-Models as innovative and creative learners who have an insatiable thirst for knowledge, personal growth, and being on the “cutting edge” of instructional practice and pedagogy;
• Collaborating effectively with a variety of stakeholder groups within the organization and with external partners to increase student performance and contribute to advancing the teaching and learning craft;
• Looking beyond the walls of their classroom and strive for/demonstrate Global Competence and how their work will expand the impact of students’ work to their families, and local and global communities;
• Deeply investing in the Learners’ Well-Being and health, safety, physical, socially, and emotionally.   Teachers must recognize the relationship between social-emotional learning and academic performance and aspire toward developing and teaching the “whole child,” and
• Designing and facilitating differentiated and personalized learning goals and activities that follow a coherent sequence, are aligned to instructional goals, and engage students in high-level cognitive activity.

Employees at Kamehameha Schools are responsible for contributing to:

• The development of the Learners’ Strong Foundation based in knowledge of world and Hawaiian history and genealogy (`Ike Kupuna), care for the land (Aloha `aina), and Kupono--honorable character based in Hawaiian and Christian values. The commitment to these beliefs ensures that our Native Hawaiian students grow with a firm footing of character, identity, integrity and conviction.
• The development (and develop in themselves) a sense of Learners’ Native Hawaiian Identity.  While knowledge of Hawaiian language, culture, and history can be helpful, it is not a prerequisite for Applicants.  The key elements of identity as defined by our E Ola! Learner Outcomes can be applied universally and globally, as the E Ola! Spirit will resonate with an Applicant who finds common ground with these beliefs.  Key elements of Hawaiian Identity are defined for Kamehameha as: Malama and Kuleana (social agency through community and global consciousness), Alaka’i Lawelawe (servant leadership) and Kulia (excellence).

EDUCATION AND EXPERIENCE REQUIRED: An equivalent combination of education and experience may substitute for the requirements listed below.

• Bachelor’s degree (degrees and course credits must be earned from a nationally or internationally accredited college or university).

EDUCATION AND EXPERIENCE PREFERRED:

• Bachelor’s degree in area related to one’s primary instructional responsibilities.
• Master’s or doctoral degrees in one’s primary area of instructional responsibilities.
• Demonstrated knowledge of, and/or recent experience with using age appropriate instructional strategies (e.g. differentiated instruction, project-based learning, personalized learning).
• Ability to utilize, create or develop current technology applications for adaption to classroom and/or instructional use.
• Recent teaching experience, coursework, or other activity in primary area(s) of instruction.
• 5 or more years of instruction in primary area(s) of instruction.
• Previous experience teaching the age levels and subject area(s).
• Athletics and performing arts appreciation and/or the ability to coach or support athletic teams, performing arts groups, academic or other student clubs.
• Music and fine arts appreciation and/or the ability to sing, and/or play a musical instrument.
• Knowledge of and sensitivity to social justice issues, global issues, sustainability, Hawaiian language, history, culture and Christian values.

MINIMUM KNOWLEDGE, SKILLS AND ABILITIES REQUIRED:

• Thorough knowledge of the subject area(s) to be taught and ability to develop interdisciplinary curriculum related to subject matter.
• Knowledge of instructional methods that are age appropriate for assigned grade levels.
• Ability to develop positive relationships with students and families within the context of a supportive learning environment.
• Ability to work with and encourage students in the assigned grade levels toward accomplishing their personalized educational goals.
• Ability to differentiate and personalize instruction to meet varying student needs.
• Manage small and large groups of students in various instructional environments.
• Communicate effectively with students, parents, counselors, and school administrators.
• Build and maintain effective working relationships with students, colleagues and school administrators and to work collaboratively as a team.
• Organize tasks and manage time to meet varied deadlines.

LICENSES, CERTIFICATIONS OR REGISTRATION REQUIRED:

• N/A.

LICENSES, CERTIFICATIONS OR REGISTRATION PREFERRED:

• Teaching credentials appropriate for the level of students being taught.
• Demonstrated knowledge of current age-appropriate instructional strategies.
• Recent teaching experience, coursework, or other activity in primary area(s) on instruction.

PHYSICAL REQUIREMENTS

• Frequently moves around the classroom, sits, perform desk-based computer tasks, utilize technology equipment and grasp light or fine manipulation, talk and/or hear.
• Specific vision abilities required include close vision, peripheral vision and ability to adjust focus.
• Frequently stand and/or walk, move about the work area, write by hand, and lift and/or carry, push and/or pull objects that may weight up to 20 pounds.
• May frequently be in a squatting position, kneel, crawl, climb, reach or work above shoulder, or grasp forcefully.

WORKING CONDITIONS

• Work is conducted in a classroom environment and may require work to be conducted in non-standard learning environments/workplaces.
• Work is typically conducted Monday through Friday during normal school/work hours, but evening and weekend hours may be required to meet goals and objectives.
• Faculty may at times travel to engage in staff or curriculum development.

Disclaimer: The above statements are intended to describe the general nature and level of work being performed by incumbents assigned to this job. This is not intended to be an exhaustive list of all the responsibilities, duties and skills required. The incumbent may be expected to perform other duties as assigned.