What are the responsibilities and job description for the GRADE 2 TEACHER position at Griffin-Spalding County School System?
Job Summary
This job facilitates and provides specialized expertise in instructional, organization, and planning support for other teachers as directed by the building principal to improve education for students.
Essential Functions
*(Essential functions, as defined under the Americans with Disabilities Act, may include any of the following tasks, knowledge, skills, and other characteristics. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all duties and responsibilities performed by incumbents of this class.)*
Provides constant supervision and appropriate instruction to assigned students.
**Professional Knowledge and Planning**
Demonstrates accurate, deep, and current knowledge of subject matter
Delivers appropriate curriculum standards and integrates key content elements
Facilitates students
use of higher-level thinking skills in instruction
Analyzes and uses student learning data to inform planning
Plans instruction effectively for content mastery, pacing, and transitions
Plans for instruction to meet the needs of all students
Aligns and connects lesson objectives to state and local school district curriculum and standards, and students' learning needs
Develops appropriate course, unit, and daily plans and is able to adapt plan when needed
Modifies the general education curriculum for students with disabilities based upon a variety of instructional techniques
**Instructional Delivery**
Uses a variety of research-based instructional strategies and resources to engage students in active learning
Effectively uses appropriate instructional technology to enhance student learning
Develops higher-order thinking through questioning and problem-solving activities
Engages students in authentic learning by providing real-life examples and interdisciplinary connections
Differentiates the instructional content, process, product, and learning environment that encourages appropriate peer interaction to meet individual developmental needs
Develops critical and creative thinking by providing activities at the appropriate level of challenge for students and maintains interest
Instructs students with disabilities using specialized instruction
**Assessment**
Uses a variety of diagnostic, formative, and summative assessment strategies that are appropriate for the content being taught and the student population
Aligns assessments with established curriculum and benchmarks
Involves students in setting learning goals and monitoring their own progress and provides frequent and constructive feedback to students on their progress of their learning goals
Varies and modifies assessment based on individual student needs and progress
Uses assessment techniques that are appropriate for the developmental level of students
Plans and uses formal and informal assessments for diagnostic, formative, and summative purposes to align with student mastery of learning objectives and to inform, guide, and adjust instruction, as needed
Uses grading practices that report final mastery of content goals and objectives
Collaborates with others to develop common assessments, when appropriate
Analyzes and uses data to measures student progress, to design appropriate interventions for students, and to inform long and short term instructional decisions in the classroom
Shares data results of student progress with students, parents, and key personnel
Teaches students how to self-assess and to use metacognitive strategies in support of lifelong learning
**Learning Environment**
Uses time efficiently both in the handling of non-instructional tasks and in using instructional time appropriately
Establishes clear expectations for classroom rules, routines, and procedures
Models caring, fairness, respect, and enthusiasm for learning
Promotes respect for and understanding of students
diversity
Provides academic rigor, encourages critical thinking, and pushes students to achieve goals
Communicates high, but reasonable, expectations for student learning
Maintains an effective physical setting for instruction
**Professionalism and Communication**
Carries out duties in accordance with federal and state laws, code of ethics and local school board policy
Maintains professional demeanor and behavior (e.g., appearance, punctuality, and attendance)
Respects and maintains confidentiality
Use verbal
This job facilitates and provides specialized expertise in instructional, organization, and planning support for other teachers as directed by the building principal to improve education for students.
Essential Functions
*(Essential functions, as defined under the Americans with Disabilities Act, may include any of the following tasks, knowledge, skills, and other characteristics. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all duties and responsibilities performed by incumbents of this class.)*
Provides constant supervision and appropriate instruction to assigned students.
**Professional Knowledge and Planning**
Demonstrates accurate, deep, and current knowledge of subject matter
Delivers appropriate curriculum standards and integrates key content elements
Facilitates students
use of higher-level thinking skills in instruction
Analyzes and uses student learning data to inform planning
Plans instruction effectively for content mastery, pacing, and transitions
Plans for instruction to meet the needs of all students
Aligns and connects lesson objectives to state and local school district curriculum and standards, and students' learning needs
Develops appropriate course, unit, and daily plans and is able to adapt plan when needed
Modifies the general education curriculum for students with disabilities based upon a variety of instructional techniques
**Instructional Delivery**
Uses a variety of research-based instructional strategies and resources to engage students in active learning
Effectively uses appropriate instructional technology to enhance student learning
Develops higher-order thinking through questioning and problem-solving activities
Engages students in authentic learning by providing real-life examples and interdisciplinary connections
Differentiates the instructional content, process, product, and learning environment that encourages appropriate peer interaction to meet individual developmental needs
Develops critical and creative thinking by providing activities at the appropriate level of challenge for students and maintains interest
Instructs students with disabilities using specialized instruction
**Assessment**
Uses a variety of diagnostic, formative, and summative assessment strategies that are appropriate for the content being taught and the student population
Aligns assessments with established curriculum and benchmarks
Involves students in setting learning goals and monitoring their own progress and provides frequent and constructive feedback to students on their progress of their learning goals
Varies and modifies assessment based on individual student needs and progress
Uses assessment techniques that are appropriate for the developmental level of students
Plans and uses formal and informal assessments for diagnostic, formative, and summative purposes to align with student mastery of learning objectives and to inform, guide, and adjust instruction, as needed
Uses grading practices that report final mastery of content goals and objectives
Collaborates with others to develop common assessments, when appropriate
Analyzes and uses data to measures student progress, to design appropriate interventions for students, and to inform long and short term instructional decisions in the classroom
Shares data results of student progress with students, parents, and key personnel
Teaches students how to self-assess and to use metacognitive strategies in support of lifelong learning
**Learning Environment**
Uses time efficiently both in the handling of non-instructional tasks and in using instructional time appropriately
Establishes clear expectations for classroom rules, routines, and procedures
Models caring, fairness, respect, and enthusiasm for learning
Promotes respect for and understanding of students
diversity
Provides academic rigor, encourages critical thinking, and pushes students to achieve goals
Communicates high, but reasonable, expectations for student learning
Maintains an effective physical setting for instruction
**Professionalism and Communication**
Carries out duties in accordance with federal and state laws, code of ethics and local school board policy
Maintains professional demeanor and behavior (e.g., appearance, punctuality, and attendance)
Respects and maintains confidentiality
Use verbal