Meet the Staff

Meet the Staff

Mark Bogner, a former facilities engineer with Douglas Aircraft in California, along with his wife Patti, brings a depth of applied scientific and mathematical rigor to JECS. He is also a graduate of Dallas Theological Seminary, having turned toward vocational Christian work after being a project engineer and purchasing manager. His physics class, with its many experiments and other hands-on applications, is always a favorite. Mark is an exemplary father and has been instrumental in facilitating a weekly Bible study and in encouraging young men to step up as leaders.

Joyce Cole is our drama and dance instructor, and is not only greatly talented in her own right, but also has the wonderful ability of being able to bring out the many hidden talents of those around her. Once you see basketball players tap-dancing, shy people bursting out in unrestrained song, or the moving performances of student actors, you know that you have seen the results of one who believes in people and knows how to help them share their deepest heart with others. A quote from a parent: "I love the way you pour yourself into kids. You see their pain and reach out to minister. Many of the great transformation stories we get to watch have been a result of your love and patience. You are a great mentor." Joyce is committed to long-term development of a student’s God-given abilities – enabling students to approach "life after school with confidence and integrity."

Dave Hiltman – Coach Dave – is a man who has grown into the roles of teacher, mentor and athletic director quite naturally, after coaching JECS sports for a number of years. He knows how to listen, when to challenge, and is always known for his encouragement and fairness. He has earned the respect of other coaches, of the referees the teams come in contact with, and of the players on other teams, especially as they see the sportsmanship, camaraderie and politeness of the JECS sports teams. And Dave has earned the devotion of the students he coaches and teaches Algebra. He is known as a man of prayer, of consistency and high standards, serving as a great servant-leader role model as a husband and father.

Michael Eaves has been a youth pastor and a Special Education teacher. He brings a strong background of working in camps. He has published numerous Bible studies, and with Kyle Ohnstad, will be using curricula he has developed to bring a coherent overview to our study of the Bible, focusing on exploration, discovery and application.

Anna Pitrone is an avid Young Life worker, coming to us from Minnesota. She has a background in vocal music and worship accompaniment on the piano and keyboard. She has been involved in tennis, cross-country skiing, drama, speech and numerous missions trips, as well as a teaching stint in Okinawa.

Kyle Ohnstad is an Iowan transplanted to Denver, with a considerable background in youth ministry and as a worship leader. He sensitively helps students explore meaning – the meaning of their lives, the world around them, and the meaning of their identities as children of God. He is one of the key people who help students discern and analyze the many influences in their lives. Kyle demonstrates a relational lifestyle with God and with his students and family.

Carolyn Reynolds has had experience in living in Spain and Chile. She is a Young Life veteran like Anna, and works as a youth leader at Highline Community Church. She is known as a wonderful encourager and a source of great ideas. Enthusiastic and very appreciative of the energy and creativity of Middle School and High Schoolers, she is also an accomplished graphics artist, and a graduate of Denver Seminary.

Jim Sawyer is a veteran teacher, part of the original staff to join the school at its inception in 1991. He has been a teacher of history and missions and a master discipler, enjoying his opportunities to engage students and their culture. He has been developing a new missions curriculum called Missio Dei, which he will use for JECS the first time this year. Jim is also a key person in helping us work out the future of our school, wearing another hat as the Director of New Program Development.

Heidi Springston has a background in teaching younger grades in both the U.S. and Mexico. She has taught Language Arts, Music, Social Studies, drama and physical education as well as English as a Second Language classes in Juárez Mexico for both children and adults. Full of energy, empathy and enthusiasm, she joins our new 6th grade team.

Anita Turner-Steele brings to JECS expertise and experience from the business world, the classroom and the home, as a foster mom, and a mother of three teens and three younger children. She has experience teaching language arts, math, science and electives such as music, art, physical education, life skills, and technology (both in computers and in the shop). She believes in "learning as much about her students as she can, to find out how to best help them learn and grow."

Connie Windecker is another example, like Mrs. Bogner, of a credentialed homeschooling mother who has shared her teaching expertise with JECS. She and her husband have also contributed three students to the student body, and exemplify the reality that JECS is a family of learners - all helping each other to learn the necessary academic skills, as well as the spiritual values and life skills which will carry our students on to a successful and influential life of faith. As one of our key Middle School teachers, Connie uses her patience, considerable creativity and knowledge of learning styles to interest and motivate students to write well and prepare them for high school.

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CHRISTIAN TEACHER JOB DESCRIPTION

GENERAL DESCRIPTION

Goal:                The teacher shall prayerfully help students learn! This includes any and all attitudes, skills, and activities that will contribute to their development as passionate, mature, and thoughtful Christians to the praise and glory of God.

Methods:          The teacher shall use those methods that will most effectively invite individual students into the learning process. The teacher shall, therefore, use methods that reflect the uniqueness of each child as created in the image of God, each child uniquely gifted with intelligence, learning style preferences, and spiritual gifts. The teacher shall endeavor to integrate these values into the learning classroom.

Overview:         The teacher shall be a born-again, college graduate, certified by ACSI, or working towards certification, who feels called by God to the teaching profession in general, and Christian education in particular. Other qualifications may be added by the Board as deemed appropriate.

Contracted by: School board upon recommendation of the administrator for one year.

Responsible to: Administrator

Supervises:      Student teachers, aides, volunteers, and students.

Evaluation:       Teacher performance will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel and this job description.

REQUIRED PERSONAL QUALITIES

The teacher shall

            Have received Jesus Christ as his/her personal Savior.

            Believe that the Bible is God's Word and standard for faith and daily living.

            Be a Christian role model in attitude, speech and actions toward others. This includes being committed to God's Biblical standards for sexual conduct. Luke 6:40.

            Be an active participant in a local, evangelical church which has a Statement of Faith in agreement with the school's Statement of Faith.

            Show by example the importance of Scripture study and memorization, prayer, witnessing, and unity in the Body of Christ.

            Be in whole-hearted agreement with the school's Statement of Faith and Mission Statement.

Have the spiritual maturity, academic ability, and personal leadership qualities to "train up a child in the way he should go (and in keeping with his individual gift or bent), and when he is old, he will not depart from it." Proverbs 22:6 (Amplified Bible)

ADDITIONAL PERSONAL QUALITIES

The teacher shall

            Recognize the role of parents as primarily responsible before God for their children's education and be prepared to assist them in that task.

            Endeavor to communicate with honesty and effectiveness in all situations.

            Demonstrate the character qualities of enthusiasm, courtesy, flexibility, integrity, gratitude, kindness, self-control, perseverance, and punctuality.

            Meet everyday stress with emotional stability, objectivity, and optimism.

            Make dignity and respect the hallmark of all interaction with students, parents, and colleagues.

            Maintain a personal appearance that is a Christian role model of cleanliness, modesty, good taste, and in agreement with school policy.

            Speak in a manner that is pleasing and acceptable to the Lord.

            Submit to constituted authority unless such submission is a violation of personal conscience and God's command.

Notify the administration of any policy he/she is unable to submit to or support out of personal conscience.

            Refuse to use or circulate confidential information inappropriately.

            Place his/her teaching ministry ahead of other jobs or volunteer activities.

            Make an effort to appreciate and understand the uniqueness of the Jim Elliot School Community.

JOB DESCRIPTION - Essential Functions

The teacher shall

            1. Reflect the purpose of the school which is to honor Christ in every class and in every activity.

                        a. Invite students to accept God's gift of salvation and help them grow in their faith and discipleship.

                        b. Lead students to a realization of their uniqueness and self-worth in Christ.

                        c. Cooperate with the Board and administration in implementing all policies, procedures, and directives governing the operation of the school.

                        d. Conduct classes as assigned following prescribed scope and sequence as scheduled by the administrator.

                        e. Integrate Biblical principles and a Christ-centered philosophy of education throughout the curriculum.

            2. Invite students into the learning process as active and engaged learners.

                        a. Facilitate learning through planned student activities

                        b. Encourage student interaction and discussion.

                        c. Provide an environment that is conducive to learning. (physically, emotionally, spiritually, etc.)

                        d. Employ a variety of instructional aids, methods, and materials that will reach the whole child: spiritual, mental, physical, social, and emotional.

                        e. Display personal enthusiasm for the subject matter.

                        f. Demonstrate familiarity and understanding of content area.

                        g. Design learning activities that are appropriate and meaningful in the content area.

                        h. Integrate Christian faith and discipleship in the content area.

                        i. Assign homework that is a meaningful and concrete avenue for learning.

            3. Communicate with students clearly and effectively.

                        a. Speak clearly and effectively (verbal communication).

                        b. Reinforce speaking in ways that are consistent with the message (non-verbal communication).

                        c. Write clearly and effectively.

                        d. Adapt vocabulary to the audience being addressed.

                        e. Invite feedback to make sure that communication is accurate and complete.

            4. Relate to students constructively and appropriately.

                        a. Know and care for individual students.

                        b. Address students with honor and respect.

                        c. Deal appropriately and effectively with student misbehavior.

                        d. Elicit respect from students.

                        e. Study and understand "kid culture" as a cross-cultural ministry.

f. Act as a mentor/advisor whenever possible.

            Meet individual differences/needs.

                        a. Know and interact with students as distinct individuals uniquely created and "wired" by God.

                        b. Ask questions which require varying levels of thinking skill.

                        c. Use a variety of appropriate activities consistent with learning styles theory: abstract random, abstract sequential, concrete sequential, concrete random.

d. Use a variety of appropriate activates consistent with multiple intelligences theory - word smart (verbal/linguistic), logic smart (logical/math), picture smart (visual/spatial), music smart, body smart (bodily/kinesthetic), people smart (interpersonal), self smart (intrapersonal).

            6. Assess student progress.

                        a. Observe student learning behavior, individually and collectively.

                        b. Celebrate student successes and address student failures.

                        c. Use evaluation of student work as a positive and integral part of learning.

                        d. Seek alternative means of assessment whenever possible: paper and pencil tests, self-evaluation, interviews, student goal-setting/review, other demonstrations of learning.

                        e. Design tests that are a clear, accurate, and fair means of assessment.

                        f. Correct, comment, return, and review tests in a timely manner.

                        g. Communicate with parents on a regular basis (verbal and written).

                        h. Seek the help of parents, specialists, and other appropriate resources as needed.

            7. Seek to improve as a professional teacher.

                        a. Work to achieve and maintain professional accreditation: ACSI, CO.

                        b. Demonstrate the skills of self-reflection and evaluation.

                        c. Engage in appropriate studies and experiences to improve competencies.

d.     Function in healthy relationships with other members of the JES team: board, administration, faculty, and staff.

                        e. Encourage and maintain positive relationships with parents as partners in the learning process.

                        f. Arrive to school and class at pre-arranged times.

                        g. Sustain a positive attendance record.

                        h. Dress in attire that is appropriate for school functions.

                        i. Attend and participate in scheduled devotional, in-service, retreats, committee, faculty, and Parent Teacher Association meetings.

                        j. Know the procedures for dealing with issues of an emergency nature.

                        k. Inform the administration in a timely manner if unable to fulfill any duty assigned.

                        l. Prepare adequate information and materials for a substitute teacher.

            8. Demonstrate an intimacy with God that is healthy and growing.