WINDHAM CENTRAL SUPERVISORY UNION

JOB DESCRIPTION

JOB TITLE: Classroom Teacher

REPORTS TO: Principal or Designee

APPROVED BY: Superintendent of Schools

UPDATED: 5/2021

FLSA STATUS: Exempt

POSITION OBJECTIVE(S): To help all students learn subject matter, master Common Core State Standards (CCSS) and the social and emotional skills that will contribute to meeting the WCSU mission and vision.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

PLANNING & PREPARATION

• Effectively integrates solid content knowledge into the curricula, makes connections between the content and other parts of the student discipline(s), and develops relationships among topics and concepts in teaching plans and practices.
• Integrates current evidence based instruction practices, research, and pedagogical strategies into teaching plans and practice, to assure the most effective educational program for our students.
• Demonstrates knowledge and understanding of students including: intellectual, academics, social, and emotional characteristics of age group; students' varied approaches to learning; student skills and knowledge; student interests and cultural heritage; and student family, school and community context.
• Selects and integrates instructional goals that are valuable, clearly stated, measurable, suitable for diverse students, and that create opportunities for different types of learning.
• Seeks and effectively utilizes all available school and district teaching and student resources to enhance instruction and learning.
• Designs coherent instruction (including learning activities, instructional materials and resources, instructional groups, lesson and unit structure and the like) that reflects current best practices in the field, is evidence based, and supports the instructional goals.
• Accurately and thoroughly assesses student learning using instructional goals; clearly communicates assessment criteria and standards to students; and effectively utilizes assessment results to plan for individuals and groups of students. Plans should be made available upon request.
• Uses student assessment information to collaborate with other professional staff in developing responsive intervention strategies (IEP, EST, 504, ELL) for diverse learners.

LEARNING ENVIRONMENT

• Creates and maintains an environment of respect and rapport. Develops a positive and engaging classroom culture.
• Establishes a culture for learning that incorporates the importance of the content, student pride in high quality work, and high expectations for student achievement.
• Effectively and efficiently manages classroom procedures including instructional groups, transitions, materials and supplies handling, and the performance of non-instructional duties.
• Assures productive, effective, and efficient use of para-educators and volunteers in the classroom.
• Effectively manages student behavior by clearly communicating expectations, monitoring student behavior at all times, and successfully and respectfully responding to student behavior and misbehavior. Develops and implements effective student behavior support plans, as needed, and aligns behavior management to school expectations.
• Follows all Hazing, Harassment and Bullying (HHB) policies and procedures.
• Effectively organize classroom furniture and other physical resources to promote learning, safety and accessibility.
• Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities.
• Provides an emotionally safe learning environment where students are encouraged to take risks, support their peers, and grow as a community.

INSTRUCTION

• Communicates directions and procedures clearly, accurately and effectively both in spoken and written language. Provides a variety of modalities to accommodate different learning needs of students.
• Effectively utilizes questioning and discussion techniques in the classroom to promote student participation and to successfully engage students in the discussion.
• Effectively and appropriately engages students in learning to maximize student comprehension of the lesson through representation of content, activities and assignments, instructional groupings, instructional materials and resources, structure and pacing, and the like.
• Uses research based best practices and design and implement units and lesson plans (Backward Design, UDL, etc)
• Creates standards based lesson plans based on CCSS by content area and grade level bands.
• Uses a multi-tiered system to deliver instruction and provide support for all students.
• Uses formative assessment to inform daily practice, adjust instruction and provide leveled supports for all students.
• Adheres to the WCSU LCAS to ensure data-driven lessons and skills are a part of daily practice.
• As applicable, designs lessons using proficiency based learning outcomes.
• Provides all accommodations and notifications necessary for students to access their education.
• Provides accurate, substantive, constructive, specific and timely feedback on student progress and performance to students, parents, and other professionals as needed or required.
• Demonstrates flexibility and responsiveness to student needs by effectively making adjustments to the lesson, persistently seeking thoughtful alternative approaches/strategies/resources, and successfully accommodating students’ questions or interests to enhance student learning.

OTHER PROFESSIONAL RESPONSIBILITIES

• Accurately and thoroughly assesses a lesson’s effectiveness and the extent to which it achieved its goals, and effectively modifies the lesson plan for future use to enhance student learning.
• Develops and implements an effective system to maintain accurate, complete and confidential student records including student completion of assignments, student progress in learning, and other non-instructional records.
• Prepares and submits accurate, complete, timely and effective reports as required by law, district policy, and/or administrative regulations.
• Participates in the WCSU Supervision and Evaluation system, following the professional expectations of the Framework for Teaching (Danielson)
• Participates in and support School initiatives.
• Communicates/collaborates effectively and regularly with parents to keep families informed of the instructional programs and individual student progress, and effectively responds to parent concerns and engages families to help meet the educational needs of the student. Means of communication may include annual open house, observation sessions for parents, conferences, sessions for program discussion, making home visits, phone, email, and other individual meetings as necessary.
• Works effectively, cooperatively and respectfully with supervisors, colleagues, subordinates, and other professionals and outside agencies.
• Participates in EST and Special Education processes including (but not limited to) meetings, providing information for the referral processes, screening referred students, providing thoroughly documented supplemental support, and consulting services as requested.
• Actively participates in school events, workshops, in-service meetings, teacher trainings, building level staff meetings, district meetings, and other school and district committees/projects, making substantial contributions.
• Seeks out and actively participates in opportunities for professional development to enhance content knowledge and teaching skills, to support district goals and school action/strategic plans, and/or as may be directed by the Administration.
• Keeps abreast of current best practices, research findings, and other developments in the field.
• Actively participates in assisting and supporting other educators and administrators in the school and/or district.
• Shows professionalism and considers "What's best for students" in serving and advocating for students, and in decision making.
• Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, schedules, policies of the WCSU, and corresponding school policies.
• Maintains confidentiality of all students at all times.
• Maintains timely and accurate student records (report cards, student plans, grading, etc) including LCAS and progress monitoring records.

SUPERVISION RECEIVED:

Reports to and receives general administrative direction from the Administration Leadership Team. Evaluated by the School Principal and/or his/her administrator designee. May receive some technical direction from the Central Office Leadership Team.

SUPERVISORY RESPONSIBILITIES:

Assists in training, planning, and directing the activities of assigned general education paraeducators, as applicable.

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Education and Experience. Bachelor’s degree and working knowledge of WCSU and Vermont adopted standards required.
• Certifications and Licenses. Holds or is eligible to hold a Vermont Teaching License. Holds or is eligible for the appropriate endorsement(s) for assignment.
• Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district standards or regulations. Ability to effectively present information to and respond to questions from administrators, parents, peers, board members and the general public.
• Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Computer Skills and Experience. Excellent basic computer skills and understanding of the integration of academic technology strategies required.
• Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress.

Our commitment to social justice and educational equity will be reflected in our daily operations including recruitment, admission, student and staff retention, responsibility for modeling and reinforcing upstander behavior, school, and family support, hiring practices, curriculum, and respectful dialogue. We strongly encourage Educators of Color, BIPOC, AAPI, and Immigrant candidates to apply. Based on collaborative conversations with students, families, and our educator community, we recognize the roles and impacts Educators of Color have in students learning, growing, and thriving in educational communities. Acknowledging that Vermont and our community are predominantly white, we are deeply committed to authentically fostering relationships with and supporting Educators of Color in our community while growing in our capacity to do so.