Employment Days: July 2024 - May 2025

Pay Grade: $15,000 benefits

Primary Purpose:

The UHV Resident Teacher (RT) is a student teacher who participates in a paid, year-long, clinical experience under the guidance of a highly effective Sponsor Teacher (ST). A resident observes and learns on the job in preparation for a teaching career while earning a degree and/or certification from UHV. For a full school year, the resident works full time alongside the ST. RTs are actively engaged in as many elements of the classroom as possible from the very beginning of the residency year. The RT will gradually assume greater responsibilities throughout the residency year as they develop as a teacher. In addition to learning alongside the ST, the RT will provide release time for their ST on their assigned campus. The UHV Residency in VISD is a paid position, however compensated roles and additional responsibilities must not compromise learning goals for future teachers.

Qualifications:

• Enrolled at UHV and actively pursuing a valid Texas teaching certificate.
• Applied and selected for UHV JagsTeach year-long residency program.
• Valid Texas educational aide certificate (or willingness to obtain)
• 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.
• Knowledge of subject matter being taught. Preference given to candidates who have experience working successfully with students from similar demographics to residency placement school(s).
• Preference given to candidates who desire to stay in VISD as a teacher of record for at least 3 years.

Hours:

• Residents will be present during teacher contract hours and dates set by the district.
• Residents will balance their school responsibilities with their university coursework.
• Candidates will follow district policy and protocols regarding personal and sick leave.

Professional Responsibilities:

• Solicit and willingly receive feedback from ST, Principal, Site Coordinator, and team members to improve professional skills.
• Regularly meet with ST 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 and as required by the district.
• Participate in IEP/504 meetings, family conferences and faculty meetings.

Major Responsibilities and Duties include learning while:

• Co-planning and co-teaching with ST, leading small group instruction, leading instruction without the ST present (with planning support from ST).
• 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 ST 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 ST 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.
• Engaging with parents, family, and the community.
• Embracing feedback from STs and the Site Coordinator before, during, and after informal and formal observations.
• Provide small group support and support for students with IEPs within ST's classroom.
• Taking responsibility for other non-instructional duties as assigned by the ST.
• Perform other duties as assigned.

Responsibilities (while learning from ST 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.
• Support student behavior during transitions and less structured time (such as recess, lunch).
• Practice responsive classroom/restorative practices to create an environment where students feel a sense of significance and belonging.
• Monitor independent work time in classroom while teacher provides instruction.
• Identify and suggest ways to engage students in a physical/virtual classroom that includes technology.
• Coordinating school activities like morning meeting, advisory, or curriculum nights.
• Supervising during morning, lunch, dismissal, or after school.
• Develop relationship with a group of PK-12 students and their families.

Planning and Preparation-Progressively Doing More

• Co-Plan with ST 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.
• Provide organizational support by organizing materials or assessments (though this should not be more than 10% of their jobs).
• Assist with grading and feedback for all students.

Instruction-Progressively Doing More

• Provide small-group instruction under the direction and using tools/rubrics of the ST and team.
• Supervise student skills practice, projects, and digital learning.
• Co-Teach with ST.
• Lead whole-group instruction.
• Participate in instructional planning, data review, and improvement during the year.
• Teach intervention blocks by subject or ongoing phonics/guided reading instruction.
• Pull PK-12 students to pre-teach or remediate critical concepts.
• Tutor individual students.
• Substitute teaching when ST is absent.
• Optional: After school tutoring (with additional pay), lead clubs or extracurricular activities as long as it does not conflict with UHV coursework.

Supervisory Responsibilities: None

Equipment Used: Copier, computer and audiovisual/video equipment.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress. Moderate standing, stooping, bending, and lifting.