2100 - Gifted & Talented Teacher

Qualifications:

1) Shall hold a bachelor’s degree or higher and the required Kentucky certificate for the assigned position.  

2) Shall demonstrate the ability to communicate and work effectively with students, peer, parents and faculty.

3) Must be chosen with reference to personal, educational, physical, moral and emotional fitness.

Job Goal: To teach students how to read, write, problem solve, compute, how to find information, how to think, how to work cooperatively with others, and to meet all district required objectives.

General Duties and Performance Responsibilities:

• Determine appropriate action within clearly defined guidelines.
• Present a positive image of the school to parents, and convey to them the school’s genuine concern with the education, growth and development of each student.
• Seek to establish friendly and cooperative partnerships between home and school.
• Work to develop a positive public relationship between the school district and the community.
• Carry out assignments in a timely manner without undue checking.
• React positively to directives.
• Have a willingness to cooperate with the superintendent, district administrators, principals, and staff.
• Maintain the confidentiality, both verbally and in written form, of each student’s educational record.
• Strive to maintain and improve professional competence.
• Take necessary precautions to protect students, equipment, materials and facilities.
• Adhere to School Board of Education Policies and Procedures.  

Specific Duties and Performance Responsibilities:

• Build positive relationships with and between school and community.
• Promote leadership potential in colleagues.
• Participate in professional organizations and activities.
• Write and speak effectively. 
• Contribute to the profession knowledge and expertise about teaching and learning. 
• Guide the development of curriculum and instructional materials related to gifted/talented program.
• Participate in policy design and development at the local school, within professional organizations, and/or within community organizations with educationally related activities. 
• Initiate and develop educational projects and programs. 
• Demonstrates effective listening, conflict resolution, and group-facilitation skills as a team member. 
• Communicate a breadth of content knowledge across the discipline(s) to be taught. 
• Communicate a current knowledge of discipline(s) taught. 
• Demonstrate a general knowledge that allows for integration of ideas and information across the disciplines.
• Demonstrate an overall knowledge of one's discipline(s) that allows the teacher to teach to the students' ability levels and learning styles. 
• Connect content knowledge to real-world applications. 
• Plan lessons and develop instructional materials that reflect knowledge of current constructs and principals of the discipline(s) being taught.  
• Analyze sources of factual information for accuracy. 

• Present content in a manner that reflects sensitivity to a multicultural and global perspective. 
• Collaborate with teachers in other disciplines to analyze and structure cross-disciplinary approaches to instruction. 
• Focus instruction on one or more of Kentucky's learning goals and academic expectations. 
• Develop instruction that requires students to apply knowledge, skills, and thinking processes. 
• Integrate skills, thinking processes, and content across disciplines. 
• Create and utilize learning experiences that challenge, motivate and actively involve the learner. 
• Create and use learning experiences that are developmentally appropriate for learners. 
• Develop and incorporate strategies that address physical, social, and cultural and that show sensitivity to differences. 
• Arrange the physical classroom to support the types of teaching and learning that are to occur. 
• Include creative and appropriate use of technologies (e.g., audiovisual equipment, computers, lab equipment etc.) to improve student learning. 
• Develop and implement appropriate assessment processes. 
• Secure and use a variety of appropriate school and community resources to support learning. 
• Develop and incorporate learning experiences that encourage students to be adaptable, flexible, resourceful and creative. 
• Use knowledge acquired from past teaching experiences to anticipate instructional challenges. 
• Communicate with and challenge students in a supportive manner and provides students with constructive feedback. 
• Show consistent sensitivity to individuals and responds to students objectively. 
• Maintain positive classroom interaction by establishing appropriate expectations during group activities.
• Show flexibility and creativity in the development of classroom processes and instructional procedures. 
• Locate and organize materials and equipment to create an enriched multimedia environment. 
• Encourage and support individual and group inquiry. 
• Use a variety of classroom management techniques that foster individual responsibility and cooperation. 
• Analyze and change the classroom to accommodate a variety of instructional strategies. 
• Work with colleagues to develop an effective learning climate within the school. 
• Communicate specific goals and high expectations for learning. 
• Connect learning with student's prior knowledge, experiences and backgrounds, and aspirations for future roles. 
• Model/demonstrate the skills, concepts, attributes, and/or thinking processes to be learned. 
• Use and develop multiple teaching/learning strategies that are appropriate to student developmental levels and actively engages students in individual and cooperative learning experiences.
• Provide opportunities for students to increase their knowledge of cultural similarities and differences. 
• Stimulate students to reflect on their own ideas and those of others. 
• Use appropriate questioning strategies to help students solve problems and think critically. 
• Manage student examination of social issues relative to course content, possible responses and associated consequences.  
• Demonstrate interpersonal/team membership skills and supportive behavior with students in facilitating instruction. 
• Present differing viewpoints when integrating knowledge and experiences across disciplines. 
• Make effective use of media and technologies. 
• Make efficient use of physical and human resources and time. 
• Provide opportunities for students to use and practice what is learned. 

• Identify student misconceptions; provide guidance; and offer students continuous feedback on progress toward expectations. 
• Select and use appropriate assessments. 
• Make appropriate provisions for assessment processes that address social, cultural, and physical diversity. 
• Assess student performance using the established criteria and scoring guides consistent with Kentucky's assessment program. 
• Provide opportunities for students to assess and improve their performance based on prior assessment results. 
• Collect and analyze assessment data and maintain up-to-date records of student progress, using technologies as appropriate. 
• Communicate expectations, criteria for assessment, student progress, and student strengths and weaknesses to parents and students. 
• Assess and analyze the effectiveness of instruction. 
• Make appropriate changes to instruction based upon feedback, reflection, and assessment results. 
• Assess programs and curricula; proposes appropriate recommendations and needed adjustments. 
• Initiate collaboration with others and create situations where collaboration with others will enhance student learning. 
• Discuss with parents, students, and others the purpose and scope of the collaborative effort. 
• Articulate expectations for each collaborative event, e.g., time lines and responsibilities. 
• Demonstrate productive leadership and team membership skills that facilitate the development of mutually beneficial goals, e.g., issue and conflict resolution. 
• Secure and make use of school and community resources that present differing viewpoints. 
• Recognize and respond appropriately to differences in abilities, contributions, and social and cultural backgrounds. 
• Invite colleagues, parents, community representatives, and others to help design and implement collaborative instructional projects. 
• Analyze previous collaborative experiences to improve future experiences. 
• Assess students' special needs and collaborates with school services and community agencies to meet those needs. 
• Establish priorities for professional growth. 
• Analyze student performance to help identify professional development needs. 
• Solicit input from others in the creation of individual professional development plans. 
• Apply to instruction the knowledge, skills, and processes acquired through professional development. 
• Modify own professional development plan to improve instructional performance and to promote student learning. 
• Operate a multimedia computer and peripherals to install and use a variety of software. 
• Use terminology related to computers and technology appropriately in written and verbal communication. 
• Demonstrate knowledge of the use of technology in business, industry, and society.
• Demonstrate basic knowledge of computer/peripheral parts and attends to simple connections and installations.  
• Create multimedia presentations using scanners, digital cameras and video cameras. 
• Use the computer to do word processing, create databases and spreadsheets, access electronic mail and the internet, make presentations, and use other emerging technologies to enhance professional productivity and support instruction. 
• Use computers and other technologies such as interactive instruction, audio/video conferencing, and other distance learning applications to enhance professional productivity and support instruction.  
• Request and use appropriate assistive and adaptive devices for students with special needs. 

• Design lessons that use technology to address diverse student needs and learning styles.  
• Practice equitable and legal use of computers and technology in professional activities. 
• Facilitate the lifelong learning of self and others through the use of technology. 
• Explore, use, and evaluate technology resources: software, applications and related documentation. 
• Apply research-based instructional practices that use computers and other technology. 
• Use computers and other technology for individual, small group, and large group learning activities. 
• Use technology to support multiple assessments of student learning. 
• Instruct and supervises students in the ethical and legal use of technology. 
• All classified employees assigned to classroom instructors shall be under the direction and supervision by the certified employee in charge in that classroom. 
• Hold or be actively working toward gifted education certification/endorsement.
• Shall be provided with ongoing professional development opportunities in the nature and needs of gifted learners and appropriate instructional strategies.
• Provide professional development for his/her faculty in identification, instructional strategies, nature and needs of gifted learners. 
• Chair the school gifted education selection and services committee.
• Shall review all nationally/state normed test data (CTBS, Kentucky Core Content, TCS, RAVEN) in search of gifted/talented students within his/her school.
• Administer/score group and individual achievement and mental ability tests as recommended by the committee.
• Be an advocate for all gifted learners regardless of behavior, socioeconomic background, race, underachievement, etc.
• Assist teachers in writing Gifted Talented Student Service Plans for identified fourth and fifth grade students.
• Monitor classroom implementation of Gifted Talented Student Service Plans. 
• Assist the Talent Development Coordinator in writing Talent Development Plans for all K-3 Primary Talent Pool students.
• Assist classroom teachers with curriculum differentiation strategies (content, process, product). 
• Model lessons for classroom teachers. 
• Shall have regularly scheduled planning time (e.g., release time, extended pay, etc.) in the development of differentiated education and related resources.
• Provide resources when asked for regular classroom teachers of gifted/talented.
• Help organize school-wide enrichment opportunities.
• Prepare transition information for exiting third-graders/eighth-graders to Murray Independent.
• Ensure that state regulations for gifted learners are respected.
• Organize seminars for parent groups.
• Hold parent conferences yearly for input on GSSP's and progress reports.
• Collaborate with the school counselor to register students for Motivation for Academic Performance (Duke University).
• Shall be provided with regularly scheduled time to network with other gifted education teachers and the district gifted education director/coordinator.
• Monitor and assess student progress and provide feedback on a regular basis to students, parents/guardians and other school staff as appropriate.
• Assume individual responsibilities assigned by administration which may relate to committee work, student activities, student supervision or other planning and professional assignments.
• Maintain accurate, complete, legible and correct records as required by law, board policies and procedures and administrative regulations.
• Assume legal responsibilities for the discipline and supervision of students in the classroom, on school property, or in attendance at school-sponsored activities at all times and maintain a high standard of conduct and good rapport with students.
• Assume professional and personal responsibility for the management and progress of classes under his/her authority, direction and supervision.
• All classified employees assigned to classroom instructors shall be under the direction and supervision by the certified employee in charge in that classroom.
• Perform other duties as related to the position as assigned by the Principal.

The statements outlined above in the description are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills that may be assigned by the immediate supervisor.  

Terms of Service:    Salary and workdays to be established by the Board.

Evaluation: Performance of this job will be evaluated in accordance with provision of the Board's policy on Evaluation of Certified (or Classified) Personnel.  

Salary : $29,988 - $73,668