Beaumont Independent School District

Job Description 

Cardinal Resident Job Description

PRIMARY PURPOSE:

The Cardinal Resident is a student teacher who participates in a year-long clinical experience under the guidance of a highly effective Cooperating Teacher). A resident observes and learns on the job in preparation for a teaching career while earning a degree (typically a bachelor’s, but in some cases a master’s) and/or certification from Lamar University. For a full school year, full-time, the resident works alongside the Cooperating Teacher. Cardinal Residents are actively engaged in as many elements of the classroom as possible from the very beginning of the residency year. The Cardinal Resident will gradually assume greater responsibilities throughout the residency year as they develop as a teacher.

**Compensated roles must not compromise learning goals for future teachers.

QUALIFICATIONS:

• Enrolled in the Lamar University Educator Preparation Program, working towards a teaching certificate.
• Strong work ethic, open to feedback, with willingness to implement next steps, and a belief that all students can achieve.
• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference given for experience working successfully with those of similar demographics to the desired school placement.
• Knowledge of subject matter being taught.

Typical Responsibilities include learning while:

• Co-planning and co-teaching with Cooperating Teacher and other team members, leading small group instruction, leading instruction without the Cooperating Teacher present (with planning support from CT).
• Attending professional development prior to the start of the school year and on-going throughout the school year.
• Participating in team planning, Professional Learning Communities, school-based professional development, campus faculty meetings, and meetings with their Site Coordinator.
• Working with the Cooperating Teacher to monitor and improve instruction with formative and summative assessments, grading, data analysis, and rubrics to identify next steps.
• Adapting and improving high-standards, differentiation-ready lesson plans that motivate strong student learning, after learning to deliver such lessons prepared by the Cooperating Teacher and/or experienced team members.
• Managing procedures, supervising students, and developing students’ social-emotional skills during transitions, lunch, recess, assemblies, and other activities, and while team teachers plan or deliver instruction.
• Embracing feedback from Cooperating Teachers and the Site Coordinator before, during, and after informal and formal observations.
• Solo Teaching within the school placement on an increasing schedule developed and agreed upon by the Site Coordinator, Principal, and Cooperating Teacher (applicable to residents in the paid residency)
• Taking responsibility for other non-instructional duties as assigned by the Cooperating Teacher

Responsibilities(while learning from CT and collaborating with team; may vary)

Classroom and School Environment—Yearlong

• Identify and address individual students’ social, emotional, and behavioral learning needs and barriers.
• Hold students accountable for ambitious, measurable, high expectations of behavior and engagement.
• Contribute to a culture of respect, enthusiasm, and rapport.
• Manage student behavior during transitions and less structured time (such as recess, lunch)
• Monitor independent work time in classroom while teacher provides instruction.
• Identify and suggest ways to engage students in a physical/virtual classroom that include technology.

Planning and Preparation—Progressively Doing More

• Co-Plan with Cooperating Teacher and team
• Ensure a high-standards, differentiation-ready curriculum.
• Plan backward to align all lessons, activities, and assessments with high-expectation standards & curriculum.
• Implement and suggest improvements to instruction that develop higher-order thinking skills and is personalized, reflecting the levels and interests of individual students.
• Implement and suggest improvements to assessments that accurately assess student progress

Instruction—Progressively Doing More

• Provide small-group instruction under the direction and using tools/rubrics of the Cooperating Teacher and team.
• Supervise student skills practice, projects, and digital learning.
• Co-Teach with Cooperating Teacher
• Lead whole-group instruction
• Participate in instructional planning, data review, and improvement during the year.

Professional Responsibilities

• Solicit and willingly receive feedback from Cooperating Teacher, Principal, Site Coordinator, and team members to improve professional skills.
• Meet with Cooperating Teacher to ensure alignment of instructional vision and delivery in all classrooms and to troubleshoot students’ persistent learning challenges.
• Collaborate with other grade-level team members.
• Participate in professional development opportunities at school.

Hours

• Residents will be present during teacher contract hours and dates set by the Beaumont ISD calendar. Cardinal Residents will follow the Lamar University absence policy.

• Undergraduate -
  • Paid Residency:
    • Semester 1: 3 days per week (Tuesday, Wednesday, & Thursday)
    • Semester 2: 4 days per week (Monday -Thursday)
    • A 3-hour Teacher Resident Seminar will be held every Friday at Lamar University for the full year.

Post-Certification

• Cardinal Residents who successfully complete the yearlong residency will be given priority hiring in BISD.

Reports to: Cooperating Teacher, Principal, and Site Coordinator

By signing below, I am committing to fulfill my responsibilities as a Cardinal Resident for the 2023 24 school year in Beaumont ISD.

Teacher Resident Name: _____________________________________

Date: __________________________

Signature: ____________________________________________________

WORKING CONDITIONS:

Mental Demands

• Ability to communicate effectively (verbal and written); ability to instruct
• Maintain emotional control under stress

Physical Demands

• Prolonged standing; frequent kneeling/squatting, stooping/bending, pushing/pulling, and twisting; frequent walking
• Regular light lifting and carrying (less than 15 pounds); move small stacks of textbooks, media equipment, desks, and other classroom equipment

Environmental Demands

• Exposure to childhood communicable diseases; good general health and stamina needed
• May work prolonged or irregular hours
• Work inside, may work outside
• Regular exposure to noise
• Working conditions may vary pursuant to Americans with Disabilities Act

The above statements describe the general purpose and responsibilities assigned to the job and are not an exhaustive list of all responsibilities, duties, and skills that may be required. This job description is not an employment agreement or contract. The administration has the exclusive right to alter this job description at any time without notice.