Certified Secondary Special Education Teacher - LHS

Teacher

Reports To:

Principal

FLSA Status:
Exempt

Terms of Employment: 9 month/182 Days

Overview Of Position:
To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The Teacher is responsible for growth in student learning.

Essential Duties And Responsibilities:

1.0 Setting Instructional Outcomes

The teacher designs instructional outcomes that represent rigorous and important learning in the discipline.

• Outcomes represent high expectations and rigor.
• Outcomes are related to "big ideas" of the discipline.
• The teacher designs instructional outcomes that are clear, written in the form of student learning, and suggest viable methods of assessment.
• Outcomes are written in terms of what students will learn rather than do.
• The teacher designs outcomes that reflect several different types of learning an opportunities for coordination.
• Outcomes represent a range of outcomes: factual, conceptual understanding, reasoning, social, management, and communication.
• The teacher designs outcomes that take into account the varying needs of groups of students.
• Outcomes are suitable to groups of students in the class, differentiated where necessary.

2.0 Managing Classroom Procedures

The teacher maximizes instructional time.

• The students are productively engaged during small group work.
• The teacher manages learner behavior in instructional groups, transitions, and/or handling of materials and supplies consistently.
• Transitions between large and small group activities are smooth.
• The teacher establishes classroom routines to be followed by students with minimal guidance and prompting.
• Routines for distribution and collection of materials and supplies work efficiently.
• Classroom routines function smoothly.

3.0 Using Questioning /Prompts And Discussion

The teacher poses questions to students designed to promote student thinking and understanding.

• Teacher uses open-ended questions, inviting students to think and/or have multiple possible answers.
• The teacher creates a genuine discussion among students, providing adequate time for students to respond, and stepping aside when appropriate.
• The teacher makes effective use of wait time.
• Discussions enable students to talk to one another, without ongoing mediation by the teacher.
• The teacher engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
• The teacher builds on student responses to question effectively.
• The teacher calls on most students, even those who don't initially volunteer.
• Many students actively engage in the discussion.

4.0 Engaging Students In Learning

The teacher provides learning tasks and activities that are aligned with the instructional outcomes and are designed to challenge student thinking, resulting in active intellectual engagement by most students with important and challenging content, and with teacher scaffolding to support that engagement.

• Most students are intellectually engaged in the lesson.
• Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking.
• Students have some choice in how they complete learning tasks.
• There is a mix of different types of groupings, suitable to the lesson objectives.
• Materials and resources support the learning goals and require intellectual engagement, as appropriate.
• The teacher provides students the time needed to be intellectually engaged.
• The pacing of the lesson provides students the time needed to be intellectually engaged.

5.0 Using Assessment In Instruction

5.1 The teacher uses formative and summative assessment regularly to guide instruction.

• The teacher makes adjustments to the lesson to enhance understanding by groups of students when necessary.

5.2 The teacher makes students aware of assessment criteria and encourages students to use self-assessment.

• Students indicate that they clearly understand the characteristics of high quality work.
• Students are invited to assess their own work and make improvements.
• The teacher attempts to engage students in self- or peer assessment.

5.3 The teacher gives accurate and specific feedback and advances learning.

• Feedback includes specific and timely guidance for at least groups of students.

5.4 The teacher diagnoses evidence of learning by questions, prompts, and assessment.

• The teacher elicits evidence of student understanding during the lesson.

6.0 Professionalism

6.1 The teacher grows and develops professionally through professional development as assigned and voluntarily to improve teaching and learning.

• Attends and constructively participates in meetings and professional development activities.
• Uses active listening skills.
• Accepts and recognizes the value of the contribution of others.
• Satisfactorily complete 32 hour INTEL Essential training within 3 years of initial employment.
• Satisfactorily complete 9 hours of Promethean training within the first year of employment.

6.2 The teacher shows professionalism in attitude…