Tchr Dual Language Immersion - Spanish

Job Information

Date Posted: 7/15/2016

Location:

All Schools

Job Code:
Tchr Dual Language Immersion - 060152

Standard

Hours:

40

Department:
Grades K-5 non-aligned - 101199

Position Type:
Teachers / Tchr Dual Language Immersion

Minimum Salary: $41,849.00/Annually

Maximum Salary: $92,510.00/Annually

• Licenses/Certifications:
  
  Meets Georgia certification requirements in early childhood.
• Education:
  
  Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.
• Skills:
  • Ability to demonstrate advanced mid-level language proficiency in Spanish on the Oral Proficiency Interview (OPI) administered through the American Council on the Teaching of Foreign Languages (ACTFL).
  • Knowledge of target language cultural practices and perspectives.
  • Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification.
  • Knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices.
  • Ability to understand the teaching/learning process.
  • Ability to infuse technology into instruction to increase student learning.
  • Ability to work effectively with administrators, colleagues, central office, and school-based staff, students, parents, and community.
  • Excellent oral and written communication skills.
  • Effective human relations skills.
• Work Experience:
  
  Previous teaching experience preferred.

Plan for appropriate learning experiences for students in the Dual Language Immersion Program based on the district Academic Knowledge and Skills (AKS) curriculum and provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of students.

• Demonstrate command of school subject being taught in the target language.
• Develop and prioritize short and long‑term instructional objectives based on district AKS curriculum.
  • Identify specific prerequisite skills and/or knowledge necessary for Dual Language Immersion students to learn the AKS.
  • Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.
  • Analyze student work and assessments to determine instructional needs.
  • Prepare written lesson plans in the target language to support instructional objectives of the AKS for students in the Dual Language Immersion Program.
  • Plan appropriate assessment of student learning in the Dual Language Immersion Program.
• Evaluate, select, and modify resources and activities in the Dual Language Immersion Program.
  • Review resources including district core materials.
  • Select core materials and other resources that match the AKS.
  • Select resources that match the learner(s) needs.
  • Select resources that reflect scientifically-based research on effective instruction.
• Provide initial focus for the lesson.
  • Communicate specific learning objectives to students.
  • Link lesson content to students’ prior knowledge, background experience, and/or real-world application of content.
  • Capture student attention through active involvement.
• Organize content for presentation of the lesson in the target language.
  • Present information in a logical sequence in the target language.
  • Organize the presentation of content into blocks or steps based on the students’ needs and the complexity of the material.
  • Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.
• Utilize scientifically researched effective instructional strategies and methods of providing information for students to acquire the learning.
  • Assess students’ learning of the AKS and provide specific feedback to students and parents.
  • Provide collaborative learning opportunities to enhance student achievement.
  • Provide multiple opportunities for distributed guided practice followed by independent practice.
  • Utilize a variety of nonverbal/visual representations of content and skills.
  • Teach students to summarize their learning in the target language.
  • Access and/or build students’ background knowledge and experience.
  • Utilize and teach questioning and cuing/prompting…