Gestalt Community School teachers design weekly lesson plans, develop standards-based assessments, analyze assessment data, and create intervention plans to meet our scholars’ needs. In addition, GCS teachers integrate technology effectively in the classrooms and implement project-based learning.

Responsibilities include:

• Provide direct and indirect instructional support to students in a positive environment;

• Employ strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory;

• Instruct students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students’ varying needs and interests;

• Teach socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system;

• Modify the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies;

• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate;

• Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students;

• Meet with parents to discuss their children’s progress and to determine priorities for their children and their individualized educational needs;

• Confer with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs designed to promote students’ educational, physical, and social/emotional development;

• Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations;

• Establish clear objectives for all lessons, units, and projects and communicate those objectives to students;

• Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings;

• Provide crisis intervention, as needed, for students and those in inclusive classrooms;

• Assist in collection of data for providing appropriate classroom interventions;

• Serve as a member of a multidisciplinary team as appropriate;

• Assist in preparation of data for local, state, and federal reports;

• Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities;

• Responsible for compliance and reporting obligations for scholars and assigned location;

• Perform related work as required; and,

• Other duties as assigned.


• Holds a current TN teaching license in ESL with appropriate endorsement code 301, 490

• Have a bachelor’s degree or higher.

• Proven track record of academic success as evident in TVAAS, state assessments, and value ad data. (Preferred)

• Hold the belief that all students can learn at high academic levels.

• Uses digital content, technology integration, and project-based learning in a highly proficient manner.

• Have the ability to work in an extended day environment.

• Have the ability to teach in an inclusion environment with a co-teacher.

• Good communication and written skills required.

• A team player with strong interpersonal skills.