Teacher - 4th Grade

Teacher

Under the direction of the principal, a high school teacher's career includes planning lessons in line with administrative, state and national curriculum objectives, supporting students through personal and academic difficulties and enforcing rules both in and out of the classroom. A high school teaching career also involves monitoring and reporting student strengths and weaknesses through regular tests, exams, parent conferences and report cards.

Training qualifications:
Bachelor's Degree in teaching field. Certified by the Ohio Department of Education. HQT preferred. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

Required skills and abilities:
Communication skills, leadership ability, mathematics skills, reasoning ability, technology skills.

Personal qualifications:
Demonstrates enthusiasm and a sincere desire to aide and ensure the safety of all. Is able to accept constructive criticism/feedback. Demonstrates professional tact and diplomacy with administrators, staff, teachers, students, parents and the diverse community. Is conscientious and assumes responsibility for one's own work performance. Anticipates problems and unforeseen events and deals with them in an appropriate manner. Demonstrates an ability to make proper decisions when required.

Demonstrates loyalty to the administrative team. Possesses high moral character and a good attendance record. Promotes good social relationships as well as promoting good public relations by personal appearance, attitude and conversation. Participates in appropriate professional organizations and their activities. Maintains a calm attitude and sense of control at all times. Maintains a high level of ethical behavior and confidentiality of information.

Possesses the ability to be flexible and adaptable to changing situations.

Job goal:
To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages student to develop their academic potential.

Work environment/characteristics and conditions:
Reasonable accommodations may be made to enable individuals with disabilities to perform the duties and responsibilities of this job. Occasional work that may extend beyond the normal workday. Occasional exposure to blood, bodily fluids and tissue. Occasional operation of a vehicle under inclement weather conditions. Occasional interaction among unruly children/adults. Many situations that require hand motions, e.g., computer keyboard typing, writing.

Consistent requirements to sit, stand, walk, hear, see, read, speak, reach, stretch with hands and arms, crouch, kneel, climb and stoop. Consistent requirements to lift, carry, push and pull various supplies and/or equipment up to a maximum of 50 pounds.

Duties and responsibilities include:
Respecting the diversity of the students they teach. Displaying knowledge of how students learn and of developmental characteristics of age group. Using their knowledge of what students know and are able to do and use this knowledge to meet the needs of all students. Expecting that all students will achieve to their full potential. Modeling respect for students diverse cultures, language skills and experience.

Recognizing characteristics of gifted students, students with disabilities and at risk students in order to assist inappropriate identification, instruction and intervention. Using their knowledge of content-area concepts, assumptions and skills to plan instruction. Using content-specific instructional strategies to effectively teach the central concepts and skills of the discipline. Using the Ohio academic content standards to plan, teach and assess. Understanding the relationship of knowledge with the discipline to other content areas.

Connecting content to relevant life experiences and career opportunities. Using varied assessments to inform instruction, evaluate and ensure student learning. Using their knowledge types, their purposes and the data they generate. Selecting, developing and using a variety of diagnostic, formative summative assessments. Analyzing data to monitor student progress and learning and to plan differentiate and modifying instruction. Collaborating and communicating student progress with students, parents and colleagues.

Involving learners in self-assessment and goal setting to address gaps between performance and potential. Planning and delivering effective instruction that advances the learning of each individual student. Aligning their instructional goals and activities with school and district priorities and Ohio's academic content standards. Using information about students' learning and performance to plan and deliver instruction that will close the achievement gap.

Communicating clear learning goals and explicitly linking learning activities to those defined goals. Applying knowledge of how students think and learn to instructional design and delivery. Differentiating instruction to support the…