Elementary Teacher

High School 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:
  
  Must be able to read, analyze, and interpret information relevant to the position, including being able to speak effectively to small and large groups of people, and to communicate clearly and concisely both orally and in writing.
• Leadership Ability:
  Must be able to articulate a vision and mission for the district and provide the appropriate direction, guidance, and management skills to achieve them.
• Mathematics
  
  Skills:
  
  Must have the ability to work with basic mathematical and computational concepts.
• Reasoning Ability:
  Must be able to define problems, collect data, establish facts, and draw valid conclusions.
• Technology
  
  Skills:
  
  Able to effectively use, as it applies to your specific job function, typical office applications and computer programs such as word processing, spreadsheets, and presentations; must be able to use email.

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 students to develop their academic potential.

Work Environment/Characteristics and Conditions:

• 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:

• Respect the diversity of the students they teach.
• Displays knowledge of how students learn and of developmental characteristics of age group.
• Uses their knowledge of what students know and are able to do and use this knowledge to meet the needs of all students.
• Expects that all students will achieve to their full potential.
• Models respect for students diverse cultures, language skills and experience.
• Recognizes characteristics of gifted students, students with disabilities and at risk students in order to assist inappropriate identification, instruction and intervention.
• Uses their knowledge of content-area concepts, assumptions and skills to plan instruction.
• Uses content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.
• Uses the Ohio academic content standards to plan, teach and assess.
• Understands the relationship of knowledge with the discipline to other content areas.
• Connects content to relevant life experiences and career opportunities.
• Uses varied assessments to inform instruction, evaluate and ensure student learning.
• Uses their knowledge types, their purposes and the data they generate.
• Selects, develops and uses a variety of diagnostic, formative summative assessments.
• Analyzes data to monitor student progress and learning and to plan differentiate and modifying instruction.
• Collaborates and communicates student progress with students, parents and colleagues.
• Involves learners in self-assessment and goal setting to address gaps between performance and potential.
• Plans and delivers effective…