Elem Dual Language Immersion Program; DLIP) Teacher Fall - Grade 5

Starting Date: Aug 12, 2027

Deliver curriculum and instruction to Dual Language Immersion Program 5th grade classes of students. Work with building staff to ensure student success in academics and social emotional behavioral health.

Must be bilingual in Spanish and English and show proficiency in reading, writing, speaking and other conversational methods in both languages.

Muscatine Community School District

Job Requirements Analysis

FUNDING SOURCE:
General Operating

FUNCTIONAL AREA:

Instruction

REPORTS TO:

Principal

STATUS:
Contract

FLSA STATUS:
Exempt

NORMAL WORK DAY:
All members of the unit work an 8.0 hour work day which includes 25 minute duty free lunch. School Board Policy authorizes a personal planning period for our classroom teachers.

CERTIFICATION REQUIREMENTS:
The State of Iowa Department of Education sets certification requirements and such licenses are issued through the Board of Educational Examiners. Persons must hold an appropriate license to be employed.

OBJECTIVE:
To provide instruction to our students.

Job Duties:

The following standards and criteria are the basis for evaluation of all Iowa teachers.

• DEMONSTRATES ABILITY TO ENHANCE ACADEMIC PERFORMANCE AND SUPPORT FOR AND IMPLEMENTATION OF THE SCHOOL DISTRICT’S STUDENT ACHIEVEMENT GOALS.

The teacher:

• Provides multiple forms of evidence of student learning and growth to students, families, and staff.
• Implements strategies supporting student, building, and district goals.
• Uses student performance data as a guide for decision making.
• Accepts and demonstrates responsibility for creating a classroom culture that

supports the learning of every student.

• Creates an environment of mutual respect, rapport, and fairness.
• Participates in and contributes to a school culture that focuses on improved student learning.
• Communicates with students, families, colleagues, and communities effectively and accurately.
• DEMONSTRATES COMPETENCE IN CONTENT KNOWLEDGE APPROPRIATE TO THE TEACHING POSITION.

The teacher:

• Understands and uses key concepts, underlying themes, relationships, and

different perspectives related to the content area.

• Uses knowledge of student development to make the learning experiences in the content area meaningful and accessible for every student.
• Relates ideas and information within and across content areas.
• Understands and uses instructional strategies that are appropriate to the content
• DEMONSTRATES COMPETENCE IN PLANNING FOR INSTRUCTION.

The teacher:

• Uses student achievement data, local standards and the district curriculum in
• planning for instruction.
• Sets and communicates high expectations for social, behavioral, and academic success of all students.
• Uses student developmental needs, background, and interests in planning for instruction.
• Selects strategies to engage all students in learning.
• Uses available resources, including technologies, in the development and sequencing of instruction.
• USES STRATEGIES TO DELIVER INSTRUCTION THAT MEETS THE MULTIPLE

LEARNING NEEDS OF STUDENTS.

The teacher:

• Aligns classroom instruction with local standards and district curriculum.
• Uses research-based instructional strategies that address the full range of cognitive levels.
• Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
• Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
• Connects students’ prior knowledge, life experiences, and interests in the instructional process.
• Uses available resources, including technologies, in the delivery of instruction.
• USES A VARIETY OF METHODS TO MONITOR STUDENT LEARNING.

The teacher:

• Aligns classroom assessment with instruction.
• Communicates assessment criteria and standards to all students and parents.
  
  Understands and uses the results of multiple assessments to guide planning and instruction.
• Guides students in goal setting and assessing in their own learning.
• Provides substantive, timely, and constructive feedback to students and parents.
• Works with other staff and building and district leadership in analysis of student progress.
• DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT.

The teacher:

• Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
• Establishes, communicates, models and maintains standards of responsible student behavior.
• Develops and implements classroom procedures and routine that support high…