Science Teacher-High School

JOB DESCRIPTION

PART I: SUMMARY OF POSITION

The Teacher – General provides instruction designed to support students’ academic achievement, critical thinking, and personal development within the district’s educational program. Working collaboratively with school administrators, instructional staff, and families, the teacher designs and delivers standards-aligned instruction; develops and implements curriculum and lesson plans; and uses assessment data to guide instructional decision-making and differentiation. Through engaging instructional strategies, effective integration of instructional technology, and culturally responsive practices, the teacher fosters analytical thinking, responsible citizenship, and meaningful student engagement. The teacher ensures that students develop the knowledge, skills, and dispositions necessary for success in postsecondary education, careers, and civic life, in alignment with district and state standards.

PART II: MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

A. EDUCATION AND EXPERIENCE:

• Bachelor’s degree from an accredited university or college
• Three (3) years of teaching experience preferred

B. CREDENTIALS:

• Illinois Professional Educator License with appropriate grade level/content area endorsements/approvals
• Must have the following endorsements: Biology and Chemistry
• ESL endorsement required*
• if ESL endorsement is not present, you must agree to complete a program within two (2) years of employment.

C. KNOWLEDGE, SKILLS AND ABILITIES:

• Knowledge of Illinois Learning Standards and district curriculum requirements applicable to assigned grade level and content area.
• Knowledge of curriculum design, instructional planning, and assessment practices aligned to rigorous, standards-based instruction.
• Knowledge of research-based instructional strategies and best practices that promote student engagement and academic achievement.
• Knowledge of child and adolescent development and the social-emotional factors influencing learning and behavior.
• Knowledge of differentiated instruction and intervention strategies to support diverse learners.
• Knowledge of culturally responsive instructional practices that promote equity, inclusion, and belonging.
• Knowledge of classroom management principles and restorative practices that foster a positive learning environment.
• Ability to design, implement, and deliver standards-based instruction that promotes critical thinking and real-world application.
• Ability to analyze student performance data to inform instructional planning, differentiation, and targeted interventions.
• Ability to develop and implement formative and summative assessments that measure student learning and guide instructional adjustments.
• Strong classroom management and learning-environment skills that promote engagement, respect, and academic growth.
• Strong interpersonal and communication skills to work effectively with students, families, colleagues, and administrators.
• Ability to communicate clearly in oral and written form, including lesson documentation, feedback, and progress reporting.
• Ability to integrate instructional technology and digital tools to enhance learning and collaboration.
• Ability to exercise professional judgment, confidentiality, and ethical practice in accordance with district policies and professional standards.

PART III: ESSENTIAL FUNCTIONS

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Provide primary instruction as the teacher of record, delivering standards-aligned curriculum in accordance with district and Illinois Learning Standards.
• Design, implement, and revise standards-based curriculum, lesson plans, and instructional units that promote academic growth and critical thinking.
• Establish and maintain a classroom environment that fosters engagement, respect, collaboration, and a sense of belonging.
• Develop and administer formative and summative assessments to monitor student progress and inform instructional decision-making.
• Analyze student performance data to guide planning, differentiation, intervention, and enrichment opportunities.
• Provide differentiated instruction to meet the academic, social-emotional, and developmental needs of diverse learners.
• Implement research-based instructional strategies that promote higher-order thinking, problem-solving, and real-world application.
• Integrate culturally responsive practices and instructional technology to enhance learning experiences and ensure equitable access.
• Maintain accurate and timely instructional, assessment, and grading records in accordance with district and state guidelines.
• Communicate regularly with students and families regarding academic progress, expectations, and available supports.
• Collaborate with colleagues, instructional leaders, and support staff to align curriculum, share best practices, and support student success.
• Participate in team meetings, professional learning communities (PLCs), and school improvement initiatives.
• Develop and implement classroom procedures and restorative practices that support positive student behavior and a productive learning environment.
• Differentiate instructional materials and assessments to ensure meaningful engagement and accessibility for all students.
• Support students’ development of academic skills, effective communication, and responsible citizenship.
• Provide timely and constructive feedback to students to promote reflection and continuous improvement.
• Supervise students in instructional and non-instructional settings as assigned.
• Uphold district policies, procedures, and professional standards of practice.
• Participate in required professional development and continuous improvement activities.
• Performs other duties as assigned

PART IV: STAFF SUPERVISION

• Not Applicable

THE ABOVE STATEMENTS ARE INTENDED TO DESCRIBE THE GENERAL NATURE AND LEVEL OF WORK BEING PERFORMED BY THE EMPLOYEE ASSIGNED TO THIS POSITION. THEY ARE NOT TO BE CONSTRUED AS AN EXHAUSTIVE LIST OF ALL JOB RESPONSIBILITIES AND DUTIES PERFORMED BY PERSONNEL SO CLASSIFIED.

RLAS #116 IS AN EQUAL OPPORTUNITY EMPLOYER. IN COMPLIANCE WITH THE AMERICANS WITH DISABILITIES ACT, THE DISTRICT WILL PROVIDE REASONABLE ACCOMMODATIONS TO QUALIFIED INDIVIDUALS WITH DISABILITIES AND ENCOURAGE BOTH PROSPECTIVE AND CURRENT EMPLOYEES TO DISCUSS POTENTIAL ACCOMMODATIONS WITH THE DISTRICT WHEN NECESSARY.