SUMMARY: Plans and implements appropriate curriculum and activities designed to promote academic, social, and emotional growth for children with varying needs, successfully communicates with children, parents and colleagues, and demonstrates a professional demeanor as well as an ongoing interest in personal growth and professional development.
ESSENTIAL TEACHING DUTIES AND RESPONSIBILITIES include the following:
- Plans and implements an appropriately challenging curriculum in both the physical and life sciences for students in upper elementary grades 4-6. Units involve a combination of hands-on activities and experiments, collaborative work, technology, and application of the scientific processes.
- Assess and provides for individual differences among students' learning styles.
- Evaluates students' progress within the curriculum through multiple forms of standard and alternative assessments.
- Communicates openly with teammate(s) regarding shared classroom responsibilities, delivery of curriculum, and individual student and parent needs.
- Models strong team-teaching and collaboration with grade-level and/or subject-area team.
- Verbally communicates with children in a positive manner. Communicates clearly and honestly with parents, administrators, and colleagues about curriculum, children, and child development issues, both verbally and in writing.
- Demonstrates professionalism through reliability, punctuality, cooperation, organization, participation in meetings and staff development opportunities, as well as personal appearance and self-care.
- Provides for the physical safety of children through anticipation and removal of hazards, visual observation of children, and by appropriately responding to injuries as well as unexpected circumstances.
- Keep current in contemporary pedagogical thinking, strategies, and techniques through reading of professional journals and attendance at professional conferences, workshops and courses.
- Follow guidelines of Emergency Response Plan and take responsibility for students' safety in an emergency situation or drill.
- Other duties may be assigned.
INDIVIDUAL PREREQUISITES: To perform this job successfully, an individual must be able to perform each essential duty to the satisfaction of the administration. The requirements listed below are representative of the knowledge, skill, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
BEHAVIORAL SKILLS: Demonstrates personal integrity, friendliness, patience, fairness, openness, non-defensiveness, sensitivity, flexibility, and enthusiasm.
LANGUAGE SKILLS: Ability to read, analyze, and interpret written documents, professional literature and material pertinent to elementary education, curriculum and child development. Ability to write reports, academic and developmental evaluations, curricular plans, letters to parents and others. Ability to verbally articulate present information and respond to children, parents, colleagues, and administrators in the areas of curriculum, instruction and child development. Ability to speak and write from a child-specific perspective.
MATHEMATICAL SKILLS: Ability to add, subtract, multiply and divide using whole numbers, fractions and decimals; create and interpret graphs; compute ratio and percent and use a calculator.
TECHNICAL SKILLS: Ability to use simple tools and machines, such as copiers, laminators, telephones. Ability to use a computer, minimum level requiring word processing programs to write reports, compose letters.
REASONING ABILITY: Ability to solve practical problems and apply common sense in dealing with everyday and emergency situations. Ability to interpret a variety of instructions furnished in written, oral, diagram and schedule form.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by a teacher to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions:
While performing the duties of this job, the employee is regularly required to talk and hear. The employee is required to stand, walk, sit, climb, use hands to finger, handle, or feel objects, tools, or controls, reach with hands and arms, stoop, kneel, crouch, or crawl.
The employee must occasionally lift and/or move children of all sizes in the classroom. Specific vision abilities required include close vision, distance vision, peripheral vision and ability to adjust focus.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those a teacher encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment varies from quiet to moderate to noisy.