YSC Academy Standards of Excellence

YSC Academy Standards of Excellence YSC Academy is a fast-paced, innovative, independent school committed to educational excellence and fostering a passion for learning for elite soccer athletes. The blended learning and college preparatory program is designed to meet the needs of talented young soccer players who possess strong character, resilience for learning, and robust intellectual curiosity. We've put into practice a paradigm shift that extensive research has shown to be crucial to the advancement of education; one which places the student rather than the teacher at the center of a dynamic learning process that emphasizes creativity and problem-solving. By training our students to be the primary agents of their own learning, this model prepares them for success in academic and professional environments that are increasingly defined by interdisciplinary collaboration, technological advancement, and cutting-edge innovation. In keeping with this shift, we have created a unique community that also expects a teacher to be responsible and in charge of their own learning and can manage the ever-changing demands of our population.

Our professional responsibilities and expectations at YSC Academy are uniquely different than most other schools. We know our role will be ever-changing based upon the needs of the school and our students. We will perform at a high level, hold ourselves accountable and will be continuously evaluated in the following four areas: Start-Up Mindset and Commitment to the Mission · We understand that the mission of the school is to firstly develop professional soccer players, while at the same time, developing college-ready students who have a passion for learning. · We believe in our mission and always put the student at the center. · We know your students individually, understand who they are as people - before you get to know them as a student and athlete. · The school will always be evolving as a start-up and therefore you will be expected to have a start-up mentality. · We are self-starters, a problem-solver, and creative thinkers. · We feel comfortable thinking on your feet and come up with creative solutions to existing problems on your own and with your colleagues. · We work collaboratively with colleagues in the school and get to know them personally. Spending time getting to know your colleagues requires you to get out of your comfort zone and reach out to others · We are leaders and proactive in knowing what the environment needs instead of waiting to be told what to do. Aspire to be a self-directed faculty member. · We pitch in when necessary and lend a helping hand without being asked. · We set a higher bar for yourselves than anyone can set for us.

Flexibility, Technology Adoption, and Speed of Learning

· Our role and responsibilities will evolve frequently, even multiple times a year.

This means we will have to grow at an equally fast rate. · We adapt the curriculum based upon the learners and their unique schedules. · We seek out curriculum tools that extend the blended learning environment to include self-paced and virtual learning options for traveling students. · We feel comfortable trying new things, learning from your mistakes, innovating, teaming with others and engaging with your colleagues. · We continue to learn and utilize new technologies to improve the school operations and student performance (Canvas/Blackbaud/Google/Chromebooks/Google Tools/Big Blue Button) · We are self-starters in adopting new technologies. · We learn technology tools from your colleagues and engage in new ideas. We cannot work in a silo or work with a dated skill set in technology.

Work Ethic and School Culture · This is not a job. It is a profession and we should expect that there are occasions where you will need to put extra time from home /after-hours/ and summer to further develop school programs. · We are reflective and self-aware acknowledging your strengths and working to improve our weaknesses. · We speak in respectful ways about students. · We get to know all the students in our school, even those whom we do not teach. · You are expected to work in Town Hall or other areas of the school and engage with students. · We take an interest in soccer and try to attend games since this is important to the life of our students. You are expected to get to know the coaches and faculty and personal and professional ways. · We mentor students in the social-emotional areas. · We help students with executive functioning skills, goal setting, and selfadvocacy skills. · We clean up your personal areas and clean up around the school. You should model this on a consistent basis and also teach our students to do the same. · We dress professionally and exercise appropriate boundaries with students and faculty Culture of Learning and Working with Your Colleagues · The strength of the faculty is by far the biggest commitment we make to the students. Fewer people mean that we need to work as a team and not just as an individual. · We bring creative, energetic, and positive approach to both teaching and learning and continuously grow as learners. · We reflect on our lessons, activities, and assessments, analyze student data, and adjust your teaching to reflect best practices for your students. · We are responsible for differentiating and adjusting the curriculum to providing academic enrichment and support as necessary.

· We seek feedback from your students and adjust your teaching to maximize their learning. · We update your courses on a regular basis and work toward a self-paced curriculum. · We read books/ articles to keep up with research on educational practices for adolescents/brain development. · We are responsible for creating a student-centered and self-directed learning environment, within and outside, your classroom, consistent with the mission of the school. · We are expected to teach multiple subjects and multiple age groups when needed. · We manage classroom and student behavior, within and outside our classroom by having a conversation with the student and putting appropriate steps into place to handle the situation in the best interest of the student. · We work toward more integration of the curriculum and interdisciplinary teaching since this is how the adolescent brain learns. · We infuse multiple modalities into your teaching to meet the needs of your students. · We prioritize your work and meet deadlines while managing multiple projects. · We believe in a human centered approach to learning. We provide positive, verbal and written communication with colleagues, administration, and families as necessary for the job. · We respond to requests and emails in a timely fashion in correspondence with administration, faculty, parents, and students.