STEM/STEAM Resource Teacher

Qualifications:

• Must comply with all employment criteria legally established by the Lee County Board of Education.
• Extensive experience in math, science, and reading/intervention strategies and research-based instructional strategies is strongly preferred.
• A minimum of 3 years successful teaching experience in special education or elementary education is required.
• Hold a valid Professional Educator Certification in elementary education or collaborative education in grades K – 6 or K-12 as set forth by the Alabama State Board of Education. A Class A certificate is preferred.
• Must meet the suitability criteria for employment as required by the Alabama Child Protection Act of 1999 and Act No. 2002-457.
• Such alternatives to the above qualifications as the Board may find appropriate

Background Check Required: (HB 402 ACT 99-361 Alabama Legislature) Upon offer of employment, employees will be required to submit legible fingerprints for a background review by the Alabama Bureau of Investigation and the Federal Bureau Investigation.

REPORTS TO: Building Principal

JOB GOALS:

• Responsible for push-in and pull out support in planning instruction and/or adaptation of the instructional program using the Response to Instruction (RtI) model to facilitate student learning in accordance with district policies and state guidelines.
• Design and implement specific strategies to promote intellectual, social, and physical growth in all identified intervention students.
• Evaluate and measure the effectiveness of specific RtI strategies and interventions in order to refine Tier 2 and Tier 3 levels of support.
• Supports the instructional programs with regular and special education teachers.

REQUIRED KNOWLEDGE SKILLS, and ABILITIES:

• Possesses proficient knowledge of curriculum in the areas of math, science, and reading.
• Possesses proficient knowledge of research-based instructional strategies.
• Ability to interpret assessment data to drive instruction.
• Ability to review and analyze data in order to make instructional decisions
• Knowledge in a variety of instructional and intervention strategies and the ability to assist with implementation.
• Knowledge of the RTI process and Tiered Instruction.
• Understands and respects the confidential nature of specific information relating to the students.
• Ability to communicate effectively within the educational community and with parents on a regular basis.
• Ability to utilize instructional management systems which increases student learning and maximizes time on task.
• Exhibits a strong commitment to help all children succeed.

Essential Duties and Responsibilities Applicable to All Employees:

• Attend on a regular and predictable basis
• Complete assigned tasks in a safe manner and in a constant state of alertness

• Uphold Board policies, including the anti-harassment program.
• Work in a cooperative manner with students, teachers, staff, supervisors, and the public
• Work effectively and efficiently under time and productivity standards

ESSENTIAL JOB FUNCTIONS:

A. Provide the following school-wide support:

• Use data to help teachers identify and group children who need additional supports;
• Help teachers develop and implement classroom-based, developmentally appropriate interventions for individual children and groups of children to enhance their acquisition of social/emotional and cognitive skills;
• Support teachers in documenting children’s progress;
• Facilitate the Problem Solving Team (PST) process with the principal, support staff, parents, and instructional staff;
• Develop and use instructional and behavioral support tools effectively;
• Gather and organize grade-level/subject area universal assessment tools and develop assessments for progress monitoring purposes for all teachers;
• Design collaborative systems to support the sharing of RtI best practices.
• Assist teachers in utilizing the most current research based teaching materials and procedures that align with standards, performance benchmarks, and Individual Educational Plans (IEPs).

B. Execute the following duties and responsibilities related to Tier 3 identified students in conjunction with the student’s assigned classroom teacher:

• Implement and track all PBS Tier 3 support for all identified students;
• Design systems and tools to measure the effectiveness of Tier 3 support;
• Refine Tier 3 strategies and support as needed to improve effectiveness;
• Work with resource teachers to facilitate eligibility for special education and Tiered instruction;
• Works collaboratively with teachers in developing appropriate Individual Educational Plans and participate in IEP meetings;
• Use instructional and behavioral support tools effectively;
• Teach district -approved curriculum while creating a classroom and total school environment that is conducive to learning and is appropriate to the maturity and interests of Tier 2 and 3 students
• Develop and inform students of reasonable rules concerning classroom procedures and behavior and maintains a safe and orderly classroom environment;
• Meet and instruct identified students in the locations and at the times designated;
• Employ a variety of instructional techniques, instructional media, and performance assessments, which guide the learning process toward academic achievement and curriculum goals;
• Establish clear objectives for all lessons, units, and projects and communicates these objectives to the students;
• Assess the accomplishments of students in a variety of ways on a regular basis and provides progress reports as required;
• Maintain accurate, complete, and correct records as required by law, board policy, and administrative regulations;
• Administer and analyze standardized testing data and adjusts instructional strategies, as needed, to maximize probability of student success;
• Teach students to work collaboratively to solve problems and to think logically and creatively;
• Build effective relationships with parents and students through regular communication and available to students and parents for education-related purposes, e.g., open house, conferences, extra-curricular activities.

• Evidence of productive experience with problem-based learning.
• Proven ability to apply science and/or math content knowledge, formative assessment, and technology integration at a high level.
• Deep understanding of NET-S, NGSS, and CCSS.
• Deliver STEM-oriented instruction through project-based learning methods.
• Attends professional development and training related to STEM programs and methodologies, staying abreast of current research.
• Uses technology to promote learning, creativity, and collaboration.
• Works directly with school administrators and staff in the development, implementation, and evaluation of STEM initiatives and curriculum.
• Organizes, develops, and coordinates special STEM events/activities.
• Coaches teachers on STEM initiatives and instructional best practices in the STEM areas.
• Serves as liaison to prospective or selected STEM vendors, to determine the best resources, options and innovations that will optimize the learning experience for students and staff.
• Initiates new programs that support the STEM vision.
• Perform other job related duties as assigned by the

C. Participate in professional growth and development and stay abreast of current research through continuing education, educational seminars, workshops, conferences, membership in professional organizations of the subject taught, and attendance at district-sponsored in-services.

ESSENTIAL PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The employee must frequently lift and/or move a minimum of 20 pounds and occasionally lift and/or move a minimum of 25 pounds. Specific vision abilities required by this job include Close vision, Distance vision, Depth perception and Ability to adjust focus. While performing the duties of this job, the employee is frequently required to communicate effectively in English, using proper grammar and vocabulary, stand; walk; sit; use hands to finger, handle, or feel; reach with hands and arms; climb or balance and talk or hear. The employee is occasionally required to stoop, kneel, crouch, or crawl.

ENVIRONMENTAL DEMANDS:

The environmental demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. Exposure to a variety of childhood and adult diseases and illnesses.

Occasional exposure to a variety of weather conditions. Exposure to heated/air conditioned and ventilated facilities. Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment. Function in a workplace that is usually moderately quiet but that can be noisy at times.

MENTAL FUNCTIONS: While performing the duties of this job, the employee is frequently required to compare, analyze, communicate, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills and compile. Occasionally required to copy and negotiate.

EMPLOYMENT: This is a nine-month contract. Salary range is based on board approved salary schedule.

EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of Certified Personnel.