2026-2027 Career Pathway Educator

LICKING HEIGHTS BOARD OF EDUCATION

JOB DESCRIPTION

POSITION: ALTERNATIVE SETTING TEACHER

RESPONSIBLE TO: ALTERNATIVE SCHOOL COORDINATOR (HIGH SCHOOL ASSISTANT PRINCIPAL)

INTRODUCTION:

At Licking Heights Local Schools, our commitment to student success drives everything we do. We believe in providing equitable, personalized learning experiences focused on building character skills and achieving academic excellence. Our comprehensive framework, addressing milestones from kindergarten readiness to college and career competencies, ensures that every student thrives academically, socially, and emotionally. We are dedicated to creating a positive school culture where students can explore their talents through extracurricular activities, fostering well-rounded and socially responsible citizens.

To be successful at Licking Heights Local Schools, staff members must embody a range of skills, including:

? Passion for education and student well-being

? Effective mentoring and guidance for students

? Strong communication and collaboration skills

? Continuous learning and professional development

? Forward-thinking planning and strategic decision-making

? Openness to two-way communication and community engagement

We are dedicated to supporting our staff through comprehensive induction, providing ongoing professional development aligned with our district's vision, and creating a safe and empowering school environment where every individual can flourish. Join us in our mission to provide an exceptional education experience that prepares students for success in school, career, and life.

JOB GOAL: To participate as a member of the instructional team and to direct learning activities of students in the attainment of subject, school, and system objectives.

QUALIFICATIONS:

? Bachelor’s degree in education from an accredited college or university or equivalent

? Appropriate State of Ohio teacher certifications/license

? Training and/or experience in behavioral management techniques

? Ability to identify, evaluate, and implement program options, auxiliary services, and curricular materials that support the diverse learning needs of students

? Knowledge of Ohio graduation requirements

? Experience and Knowledge of standard based grading and flexible learning

? Knowledge of Work-Based Learning Opportunities

PERFORMANCE RESPONSIBILITIES:

The alternative education program teacher adapts and applies these typical responsibilities to the circumstances (e.g. student need, etc)

I. Instructional

A. Planning educational experiences for pupils must be continuous and flexible. Expectations include:

1. Awareness of student needs and previous learning experiences

2. Assemble and organize resources in relation to their content assignments

3. Direct learning activities that align to the goals of the established curriculum, communicating these goals and instructional procedures to students

4. Provides small group instruction to students enrolled in the alternative school setting

5. Provides flexible and authentic learning opportunities for students to obtain credits

6. Employ varied styles of teaching and evaluation to facilitate student understanding and critical thinking

7. Demonstrate competent knowledge of the subject matter and connections to prior and future learning

8. Develop and modify instructional materials for the level of the students needs

9. Fostering an ability to think outside of the box in regards to students' mastery of content. 10. Work individually with students on their particular caseload to develop individualized plans of progress and monitor progress.

II. Classroom Management

A. Teachers will keep the alternative school principal informed of situations that have the potential of needing or requiring his/her involvement.

B. Teachers will ensure that instructional time is utilized toward the fulfillment of academic goals and that student efforts are directed toward that. Expectations Include:

1. Facilitate student schedules

2. Develop, communicate and maintain consistent classroom discipline strategies which encourage and promote teacher-student interaction and mutual respect, rapport, promotes a positive self image, and fosters a sense of sense-responsibility

3. Works with all stakeholders to build educational plans for students on their caseloads that address students behavioral needs

4. Builds positive and appropriate relationships that motivate students to achieve academic and behavioral goals

III. Professional Relationships and Responsibilities

A. Communication is the foundation of relationships that ultimately provide the best environment for students. Expectations include:

1. Demonstrate an ability to communicate clearly and effectively with students, parents, colleagues, administration, school community.

2. Become acquainted with the parents of their students and maintain consistent communication with them in matters concerning their student

3. Work cooperatively with colleagues

4. Be an ambitious, enthusiastic, and determined visionary leader; understand that this program is being built from the ground up and will require an innovative approach

B. Due to the necessity of a smoothly operating school environment, expectations include:

1. Keep appropriate records, attendance, and disciplinary records on each student

2. Adhere to all policies of the Board of Education and administrative rules and regulations, as long as they are consistent with the law and the teacher negotiated agreement.

3. Attend all meetings called by the principal or superintendent, unless excused by the meeting organizer.

4. Be punctual and present at school

5. Use all school property appropriately and keep care of these items

6. Provide for his/her own professional growth through advanced course work, seminar or conference attendance, reading of professional books or subject matter relevant to job

C. Teachers shall perform other duties or requests as directed by the administration as long as they are consistent with the law and the teacher negotiated agreement.

WORKING CONDITIONS:

The district offers equal employment opportunity without regard to age, color, disability, genetic information, military status, national origin, race, religion, sex (including gender identity, pregnancy, and sexual orientation), or any other legally protected category. The district maintains a drug and alcohol-free work environment to prevent the adverse impact of substance abuse on employee performance and protect the rights of co-workers and the public. Safety is essential to job performance. All employees are required to comply with workplace health/safety regulations and district policies when duties entail any of the following situations:

? Encounters with aggressive, angry, rude, or unpleasant individuals.

? Exposure to air-borne particulates, chemicals, combustible materials, electrical hazards, loud noises, moving mechanical parts, odors, slippery/uneven surfaces, etc.

? Exposure to blood-borne pathogens or contagious diseases.

? Exposure to severe weather conditions or temperature extremes.

? Movements that require balancing, bending, climbing, crouching, kneeling, or reaching.

? Operating or riding in a vehicle. Working in or near vehicular traffic.

? Performing tasks that require complex sequencing, dexterity, strength, stamina, etc.

? Traveling to meetings and work assignments.

? Working at heights, in confined spaces, or under diminished/variable lighting.

This job description document does not establish a contract or alter board-authorized employment agreements. Employee benefits, classifications, contract durations, skill sets, wage rates, and work schedules may vary by assignment. This summary document describes typical job functions and does not represent an exhaustive list of all possible work responsibilities.

Employee duties may change in response to collective bargaining agreements, funding variables, modified operating procedures, program/service adjustments, regulatory compliance, technological innovations, and unforeseen events.

EVALUATION: Performance of these duties will be evaluated annually by the Alternative School Coordinator (High School Assistant Principal).

CREATED: October 15, 2024

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