Teacher - Bilingual 3rd Grade Reading Language Arts; Hodges

Teacher - Bilingual 3rd Grade Reading Language Arts (Hodges)

• Professional - Teacher Level (Elementary)
• Elementary Teacher

• Shift Type:
  Full-Time
• Wage/Hour Status:
  Exempt
• Reports To:
  
  Principal

School Year

To plan, develop, and implement an effective instructional program that maximizes student achievement for all students whose primary language is Spanish by using research findings, time, space, available technology, financial and community resources.

• Bachelor's Degree, with appropriate state certification for subject and level assigned

• Proficiency in speaking, writing, reading, and listening Spanish
• Demonstrates a cognitive understanding of the subject matter and pedagogical skills in the teaching field
• Possesses excellent communication skills
• Ability to instruct students and manage their behavior
• Exhibits excellent public relations and interpersonal skills
• Knowledge and understanding of change processes, organizational development, conflict resolution, and facilitation skills
• Demonstrates highly effective organizational and consensus building skills
• Understands the value of planning and can develop and implement short and long‑range instructional plans based on effective instructional strategies, knowledge of the discipline, student needs, performances, global society, community, and curriculum
• Comprehends various learning styles and can develop instruction appropriate to students’ developmental needs
• Understands cultural diversity and can provide instruction appropriate to diverse cultures, populations, learning styles, and background experiences
• Can develop a variety of instructional strategies, technologies, resources, and techniques for problem solving and critical thinking skills
• Possesses knowledge of assessing, constructing, and utilizing multiple forms of appropriate assessment techniques to monitor progress, modify and adapt instruction, and set goals
• Exhibits effective communication skills and techniques, including verbal, nonverbal, and media communication sensitive to student differences and needs
• Possesses basic understanding of the impact of technology in assigned curricular areas
• Follows all policies and procedures of the MISD
• Performs other duties as assigned

• No experience beyond certification from an accredited teacher preparation program
• Alternatives to these qualifications may be considered if appropriate and acceptable to administration

• Plan, organize, and provide appropriate learning experiences within the assigned area(s) of responsibility
• Create a classroom environment conducive to learning appropriate to the maturity, interest, and abilities of students
• Guide the learning process toward achieving established district curriculum goals
• Employ a variety of instructional techniques and instructional media consistent with the physical limitations of the location and needs of individual or student groups
• Assess students’ accomplishments regularly, provide progress reports as required, and communicate with parents as needed
• Identify special needs of students and seek assistance of others as needed
• Work cooperatively with special education teachers to modify curricula for special education students per Individual Education Plan guidelines
• Develop a student behavior plan consistent with established administrative policies
• Maintain accurate, complete, and correct records per law, district policy, and administrative regulation
• Take necessary precautions to protect students, equipment, materials, and facilities
• Provide students and parents daily availability as needed
• Plan and supervise assignments for teacher aides, volunteers, and student teachers and provide written evaluation as required
• Maintain ongoing program of professional growth fulfilling district requirements and personal expectations
• Take an active part in the district-approved teacher evaluation process, contributing to a mutual agreement concerning results of that evaluation
• Attend campus and district meetings to promote communication and mutual decision making among staff
• Attend traditional school-sponsored activities as agreed by building principal and faculty
• Perform other duties as assigned

• Aides, student teachers, student groups, etc., as assigned by the administration

• Communicating well, making multiple decisions regarding students’ educational, physical, and emotional well‑being, maintaining emotional control under stress
• Standing, walking, and verbalizing for long periods
• Lifting or moving small stacks of textbooks, media equipment, desks, and other classroom equipment
• Frequent prolonged and irregular hours

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.