Talented and Gifted (Elementary

Job Description

The Davenport Community School District is an EEO/AA employer.

Responsibilities:

• Build an effective schedule that supports the TAG Program model for delivery which includes push in, pull out, and consultative model
• Ensure NAGC TAG standards, PLC Question #4, and the Universal Constructs are embedded in instruction and coursework
• Implement grade level TAG guaranteed and viable curriculum following the grade level scope and sequence
• Compile, maintain, and monitor accurate student records including individual student success through a Personalized Education Plan (PEP)
• Provide direct instruction in TAG identified areas, including extensive instruction in higher‑order thinking skills, to identified students at all grades K‑12 as job assignment requires
• Coordinate student identification process in assigned buildings, including administration of assessments
• Guide individual and group student program activities and clubs
• Provide staff development for general education classroom teachers around TAG services
• Provide general education teachers with differentiated strategies and resources to support instruction of TAG students in the general education setting
• Follow the Iowa Acceleration Scale (IAS) when completing all accelerations
• Share and effectively work as a member of a collaborative team, planning lessons together, monitoring progress, and making modifications as needed
• Establish and maintain high standards of pupil behavior to achieve a learning atmosphere in the classroom while respecting the dignity of students
• Be open to feedback, coaching, and observation to ensure best practice in the classroom
• Address students’ affective needs
• Participate in district and building‑wide initiatives, including CTTs and staff development
• Contribute to discussions with a positive and solution‑focused attitude
• Continue the strong collaborative program already in place with TAG staff
• Encourage parental involvement and communicate regularly with parents, teachers and students
• Maintain good attendance and punctuality to ensure that duties and responsibilities are performed successfully
• Demonstrate strong interpersonal skills with a proven record of building rapport with culturally diverse students, ensuring each child reaches their full potential
• Provide instruction in multiple buildings/programs as determined by district realignment
• Perform all other duties assigned by the principals
• Support and implement Davenport’s multi‑tiered system of supports (MTSS) for both behavior and academics
• Strong beliefs in the following:
  • Gifted learners need opportunities to explore their passions and interests to develop their talents, promote self‑direction and encourage lifelong learning. Talented and gifted programming should adapt to meet the unique social/emotional and learning needs of gifted learners. Gifted learners come from all socio‑economic, cultural, and linguistic backgrounds. They require qualitatively differentiated curriculum and instruction that includes, but is not limited to, increased rigor and appropriate pace.
    
    Endorsement
    
    Required:
    
    107

• Sit, stand, speak, hear, see, and walk to carry out routine duties
• Occasionally lift, move, or push items of up to 50 lbs., such as assisting children or moving/rearranging furniture
• Supervise students in all types of weather
• Meet multiple demands from several people and interact with the public and other staff
• Implement Crisis Prevention Intervention strategies, including appropriate physical restraint procedures and escorting

• Noise level is quiet to loud
• Work may be indoors and/or outdoors
• Work may be in non‑air‑conditioned rooms
• Substance‑free environment
• Fast‑paced atmosphere with constant contact with students, staff, or the public
• Direct responsibility for the safety, well‑being, and work output of students

• Strong interpersonal skills with a proven record of building rapport with culturally diverse students, ensuring each child reaches their full potential
• Ability to work as a team member
• Excellent attendance
• Desire and ability to work with students to provide instruction in developing and using higher‑level thinking…