Anticipated Science Teacher; General Science Cert

Certified Teacher

The Classroom Teacher creates a nurturing learning environment to facilitate the personal, social and intellectual development of students. In order to respond to the individual needs and abilities of students, the Classroom Teacher works closely with other staff and District administration.

Principal/Building Administrator

Current RI Teaching Certificate in relevant content area

Facilitate the personal, social and intellectual development of students.

Establish a nurturing learning environment and respond to the individual needs of students.

Implement useful assessment measures.

Select and use effective instructional methods and learning materials

Establish a cooperative relationship with all assigned students

Maintain open lines of communication with parents/guardians.

Engage in professional growth activities through an ongoing program of job-related knowledge and skill development.

Work collaboratively to achieve the overall philosophy and mission of the District.

Adhere to a strict policy of complete confidentiality for all student information.

In accordance with the Rhode Island Professional Teaching Standards and the Rhode Island Code of Professional Responsibility.

Assume some responsibility for correcting pupils' misbehavior outside of the classroom, i.e. in the lavatory, etc.

Coordinate and participate in school-wide projects such as RIF, assembly programs, school clean-up programs, etc.

For secondary teachers, be in classrooms when pupils enter in the morning and re-enter from lunch. At the elementary level, meet and escort students at building entrances in morning and following recess and lunch and/or other times when entire class moves within building.

Cover classes (according to contractual guidelines).

Remain at doors during student passing time to supervise in those buildings that operate in a departmentalized organizational structured

Distribute various school related communications.

See that classroom is left in proper and secure order at the end of the school day.

Clean up after themselves in the faculty room.

Recess and lunch duties.

Keep abreast of new curriculum trends and become involved in professional organizations and have a firm grasp of all curriculum areas that they teach.

Stress positivism and enthusiasm in the classroom and maintain a classroom attitude and atmosphere conducive to positive learning experiences.

Attempt to meet individual needs of all children with an empathetic/supportive attitude toward special education students.

Have goals and objectives of the course they are teaching.

Ability to provide basic counseling assistance to students in need of direction and assist them with personal as well as educational problems.

Maintain a substitute folder which will include updated daily lesson plans, class seating plan, teacher's schedule, time schedule, daily routine for attendance, collecting mild and lunch money, etc., fire drill procedure, Reading and Math groups, students' individual health problems, a list of dependable students, students who need more supervision, emergency set of copies to get the class started, other information that will help the substitute teacher.

Be alert to the health needs of the students; alert to signs of eyestrain, hearing loss, child abuse and neglect, improper seating, etc.

Maintain proper discipline in the classroom, handle routine discipline, and have ability to implement problem solving techniques that are effective and realistic.

Should not, under any circumstances, leave the classroom with students in it unless supervision has been arranged.

Correct all work and worksheets assigned to students.

Concern with general welfare of student.

Participate in the grade reporting system as established in the building, have a good system of student evaluation, and maintain a significant number of scores in each subject (both formative and summative assessments to verify a student's progress in school.

Strive for better public relations in the community with parent groups and community movements, show interest in attending school related functions, in-service meetings, curriculum study meetings, and work on district-wide curriculum committees.

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