Primary Purpose:

The Apprentice position at Sheldon ISD offers a dynamic entry point for individuals pursuing a career in education. Designed for those with minimal or no teaching experience, the role is a blend of practical classroom experience and extensive training to develop highly qualified classroom teachers. Apprentices engage in active learning while completing their college education and/or Certification program.

Participants in the apprenticeship program will observe and learn from expert educators and leaders within the field. They take on paraprofessional responsibilities, which may include co-teaching with experienced teacher-leaders, providing a unique perspective on educational strategies and classroom management.

Apprentices at SHELDON ISD support classroom instruction by working with students one-on-one or in small groups, an integral part of their hands-on training. The program emphasizes the acquisition of micro-credentials to demonstrate teaching competencies, ultimately leading to the achievement of their teaching certification.

The structure of the program includes a year-long residency, where apprentices are paired with mentor teachers and receive support from campus administrators, an apprentice success coach, and the Educator Preparation Program. This intensive clinical training spans a full school year, offering apprentices the chance to progressively assume more teaching responsibilities, facilitating their transition into confident and skilled educators.

SHELDON ISD is committed to preparing apprentices for a successful teaching career through an immersive, supportive, and enriching environment.

Qualifications:

Possess a high school diploma or equivalent (GED).

• Must enroll in a partnering university, college, or alternative certification program upon acceptance of the apprenticeship offer or be currently enrolled as a clinical teaching student with a partnered university.

Special Knowledge/Skills:

• Proficient in supporting instruction in reading, writing, and mathematics.

• Capable of fostering positive relationships with students, faculty, and staff.

• Skilled in engaging and inspiring children.

• Demonstrates clear and effective communication skills.

Experience:

• Proven experience in interacting with or working with children in educational, mentoring, or childcare settings.

• Participation in activities or organizations focused on child development or education, such as after-school clubs, summer camps, or sports coaching.

• Previous roles that required leadership, patience, and the ability to manage group dynamics effectively.

General Employee Requirements:

• Consistent attendance and punctuality are essential, as they underpin productivity and teamwork.

• Embrace the district's mission, vision, and core beliefs, and contribute actively to their realization through your work.

• Adhere to and uphold board policies relevant to your responsibilities, ensuring a unified approach to district governance.

• Utilize district resources judiciously and with foresight, prioritizing the enhancement of student learning experiences.

• Collaborate in the creation and refinement of district success plans, sharing your unique insights and expertise.

• Engage in continuous professional development to elevate the quality of your contributions and support the district's goals.

• Exemplify the highest standards of integrity, work ethic, and professionalism, thereby serving as a commendable role model for the students of [SHELDON ISD].

• Commit to a minimum of [employer-defined years] of service with [SHELDON ISD] following the attainment of teacher certification, contributing to the stability and continuity of our educational environment.

• Comply diligently with all requirements of the apprenticeship program, including maintaining enrollment and academic standards at your college or university, fulfilling certification program obligations, and meeting all training expectations.

Major Responsibilities and Duties:

• Provide essential coverage for absent teachers within the school campus and/or district as required, ensuring that student learning is uninterrupted.

• Work collaboratively under the guidance of a mentor teacher or success coach to:

• Engage in the delivery of instruction to individual students, small groups, or whole classes as appropriate.

• Observe classroom dynamics and learn the craft of developing effective lesson plans tailored to student needs.

• Hone teaching skills through practical experience to evolve into a competent full-time teacher at the school.

• Offer targeted support to students through one-on-one tutoring, small group intervention, and general student assistance to bolster their academic success.

• Study classroom management techniques and instructional strategies by observing seasoned master teachers in action.

• Meet regularly with a success coach or mentor to receive constructive feedback and guidance on professional development.

• Fulfill duties in alignment with the apprentice on-ramp, adhering to Residency requirements detailed in on-ramp phase 4.

• Diligently complete micro-credentials and associated tasks to achieve competency in specialized areas.

• Maintain a minimum [employer-defined GPA] cumulative GPA to reflect academic commitment and excellence within the apprenticeship program if pursuing a bachelor's degree.

• Ensure consistent academic progress by earning at least 12 college credit hours per semester, aiming for a minimum of 30 credit hours per year.

• Successfully progress and complete each level of the apprenticeship as assigned, demonstrating ongoing growth and learning.

• Satisfy all requirements set forth by a partnering Educator Preparation Program (EPP) upon embarking on the residency assignment.

Other:

• Engage in ongoing staff development training programs to acquire and enhance skills pertinent to the assigned role and requirements of the apprenticeship program.

• Attend and participate in faculty meetings, apprenticeship meetings, and designated special events as part of professional responsibilities.

Physical Demands, Mental Demands and Environmental Factors:

• Tools/Equipment Used: Utilize standard office equipment, including computers and peripherals, as well as instructional equipment necessary for teaching and learning.

• Posture: Engage in moderate standing, along with occasional kneeling, squatting, bending, and stooping as required by teaching and classroom management activities.

• Motion: Perform moderate walking to move around the school campus and facilitate various classroom and educational activities.

• Lifting: Engage in the regular light lifting and carrying of materials weighing less than 15 pounds. Additionally, you may be required to assist in the lifting of students as part of a team when necessary to ensure student safety and well-being. Proper lifting techniques and adherence to safety protocols are essential in these situations.

• Environment: Work both indoors and outdoors, subject to exposure to sun, heat, cold, and inclement weather conditions, as well as classroom noise levels.

• Mental Demands: Handle frequent interruptions and multitask effectively while maintaining emotional control and professional composure under potentially stressful situations.

Reports to: Campus Principal

Days: 187