Elementary ABA​/Autism Teacher; TOSD and Elementary Cert

Classroom Teacher

The employee, Classroom Teacher, is responsible for instructional planning; management of behavior; delivery of instruction; and assessment of performance for all assigned students.

• Effectively addressing appropriate curriculum standards.
• Integrating key content elements and facilitating students' use of higher level thinking skills in instruction.
• Demonstrating the ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications.
• Demonstrating accurate knowledge of the subject matter.
• Demonstrating skills relevant to the subject area taught.
• Basing instruction on goals that reflect high expectations and an understanding of the subject.
• Demonstrating an understanding of the intellectual, social, emotional, and physical development of the age group.
• Communicating clearly and checking for understanding.

• Using student learning data to guide planning.
• Planning time realistically for pacing, content mastery, and transitions.
• Planning for differentiated instruction.
• Aligning lesson objectives to the school's curriculum and student learning needs.
• Developing appropriate long- and short-range plans, and adapting plans when needed.

• Engaging and maintaining students in active learning.
• Building upon students' existing knowledge and skills.
• Differentiating instruction to meet students' needs.
• Reinforcing learning goals consistently throughout the lesson.
• Using a variety of effective instructional strategies and resources.
• Using instructional technology to enhance student learning and communicating clearly and checking for understanding.

• Using pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning.
• Involving students in setting learning goals and monitoring their own progress.
• Using a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population.
• Aligning student assessment with established curriculum standards and benchmarks.
• Using assessment tools for both formative and summative purposes, and using grading practices that report final mastery in relationship to content goals and objectives.
• Giving constructive and frequent feedback to students on their learning.

• Arranging the classroom to maximize learning while providing a safe environment.
• Establishing clear expectations, with student input, for classroom rules and procedures early in the school year, and enforcing them consistently and fairly.
• Maximizing instructional time and minimizing disruptions.
• Establishing a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic.
• Promoting cultural sensitivity.
• Respecting students' diversity, including language, culture, race, gender, and special needs.
• Actively listening and paying attention to students' needs and responses.
• Maximizing instructional learning time by working with students individually, as well as in small groups or whole groups.

• Collaborating and communicating effectively within the school community to promote students' well‑being and success.
• Adhering to federal and state laws, school policies and ethical guidelines; incorporating learning from professional growth opportunities into instructional practice.
• Setting goals for improving knowledge and skills.
• Engaging in activities outside the classroom intended for school and student enhancement.
• Working in a collegial and collaborative manner with administrators, other school personnel, and the community.
• Building positive and professional relationships with parents/guardians through frequent and effective communication concerning students' progress.
• Serving as a contributing member of the school's professional learning community through collaboration with teaching colleagues.
• Demonstrating consistent mastery of standard oral and written English in all communication.

• Setting acceptable, measurable and appropriate achievement goals for student academic progress based on baseline data.
• Documenting the progress of each student throughout the year.
• Providing evidence that achievement goals have been met, including the state-provided growth measure when available, as well as other multiple measures of student growth.
• Using available performance outcome data to continually document and communicate student academic progress and develop interim learning targets.

• Proof of U.S. citizenship or legal resident alien status by completing Federal Form 1-9.
• Evidence of a criminal record history check and clearance per Department of Education requirements; a sworn statement of no convictions during the initial six‑month period.
• Health clearance adequate to fulfill job functions, including passing the state-required Mantoux Intradermal Tuberculin Test.
• Meeting any additional qualifications that the…