REPORTS TO:  Director

SUPERVISES:  May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

Teacher Job Description

Salary: Teacher Salary Scale 

Job Goals: To plan, organize, and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development in the 21st century.

QUALIFICATIONS: 1. Minimum Bachelor’s degree from an approved education program in subject area. 2. NC Teaching License or have qualifications to obtain a NC teaching license. 3. Strong background in North Carolina Course of Study/Common Core and Essential Standards.

PERFORMANCE RESPONSIBILITIES:

1. Ability to differentiate instruction to meet the needs of all learners.

2. Ability to plan, coordinate, and continuously improve instruction.

3. Ability to analyze situations, determine possible options, and make appropriate decisions based on the data.

4. Must be able to use a variety of equipment and classroom tools.

5. Ability to manage instructional time and student behavior.

6. Ability to motivate students.

7. Ability to consult with parents, teachers, administrators, and the community to enhance the learning of students.

8. Ability to monitor student performance.

9. Ability to interact within the educational environment.

10. Ability to perform non-instructional duties as assigned.

KNOWLEDGE AND SKILLS:

STANDARD I: Teachers Demonstrate Leadership

The Teacher:

a. Leads in the classroom by taking responsibility for all students’ learning.

b. Demonstrates leadership in the school by working collaboratively with all school personnel to create a professional learning community.

c. Leads the teaching profession by striving to improve the profession.

d. Advocates for schools and students by promoting positive change in policies and practices affecting student learning.

e. Demonstrates high ethical standards by upholding the Code of Ethics and Standards for Professional Conduct

STANDARD II: Teachers Establish a Respectful Environment for a Diverse Population of Students

The Teacher:

a. Provides an environment in which each child has a positive, nurturing relationship with caring adults by encouraging a climate that is inviting, respectful, supportive, inclusive, and flexible.

b. Embraces diversity in the school community and in the world by demonstrating knowledge of diverse cultures.

c. Treats students as individuals by maintaining high expectations for all students; and by appreciating differences and valuing contributions.

d. Adapts teaching for the benefit of students with special needs by collaborating with specialists.

e. Works collaboratively with the families and significant adults in the lives of their students by improving communication and collaboration between the school and the home and community.

STANDARD III: Teachers Know the Content They Teach

The Teacher:

a. Aligns instruction with the North Carolina Standard Course of Study.

b. Knows the content appropriate to teaching specialty by bringing a richness and depth of understanding to the classroom.

c. Recognizes the interconnectedness of content areas/discipline by knowing the links and vertical alignment of grade or subject taught.

d. Makes instruction relevant to students by incorporating 21st century life skills into teaching deliberately, strategically, and broadly.

STANDARD IV: Teachers Facilitate Learning for Their Students

The Teacher:

a. Knows the ways in which learning takes place and the appropriate levels of intellectual, physical, social, and emotional development of students by knowing how students think and learn.

b. Plans instruction appropriate for students by collaborating with colleagues and using a variety of data sources for planning.

c. Uses a variety of instructional methods by choosing methods and techniques that are most effective in meeting the needs of students.

d. Integrates and utilizes technology in instruction by knowing when and how to use technology to maximize student learning.

e. Helps students develop critical thinking and problem-solving skills by encouraging students to ask questions, think creatively, and draw conclusions.

f. Helps students work in teams and develop leadership qualities by teaching the importance of cooperation and collaboration.

g. Communicates effectively in ways that are clearly understood by students.

h. Uses a variety of methods to assess what each student has learned by using multiple indicators to evaluate student progress.

STANDARD V: Teachers Reflect on Their Practice

The Teacher:

a. Analyzes student learning by thinking systematically and critically about student learning.

b. Links professional growth to professional goals by participating in continued, high quality professional development that reflects a global view of educational practices.

c. Functions effectively in a complex, dynamic environment by understanding that change is constant.

TERM OF EMPLOYMENT: 10 Months, unless otherwise specified.

EVALUATION: Performance will be evaluated in the NC Educator Effectiveness System, in accordance with provisions of the Board’s policy on evaluation of personnel.

DUTIES AND RESPONSIBILITIES 

A. MAJOR FUNCTION:  Management of Instructional Time

The teacher has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.

B.  MAJOR FUNCTION: Management of Student Behavior

The teacher has established a set of rules and procedures that govern the handling of routine administrative matters; has established a set of rules and procedures that govern student verbal participation and talk during different types of activities—whole-class instruction, small group instruction, etc.; has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non- instructional activities; frequently monitors the behavior of all students during whole-class, small group, and seat work activities and during transitions between instructional activities; stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.

C. MAJOR FUNCTION: Instructional Presentation

The teacher begins lesson or instructional activity with a review of previous materials; introduces the lesson or instructional activity and specific learning objectives when appropriate; speaks fluently and precisely; presents the lesson or instructional activity using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate concepts and skills; assigns tasks that students handle with a high rate of success; asks appropriate levels of questions that students handle with a high rate of success; conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns; makes transitions between lessons and between instructional activities within lessons efficiently and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.

GCS, Rev. 2/06

D. MAJOR FUNCTION: Instructional Monitoring of Student Performance

The teacher maintains clear, firm and reasonable work standards and due dates; circulates during class work to check all students’ performance; routinely uses oral, written, and other work products to check student progress; poses questions clearly and one at a time.

E. MAJOR FUNCTION: Instructional Feedback

The teacher provides feedback on the correctness or incorrectness of in-class work to encourage student growth; regularly provides prompt feedback on assigned out-of-class work; affirms a correct oral response appropriately, and moves on; provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time.

F. MAJOR FUNCTION: Facilitating Instruction

The teacher has an instructional plan which is compatible with the school and system- wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program.

G. MAJOR FUNCTION: Interacting Within the Educational Environment

The teacher treats all students in a fair and equitable manner; interacts effectively with students, co-workers, parents, and community.

H. MAJOR FUNCTION:  Performing Non-Instructional Duties

The teacher carries out non-instructional duties as assigned and/or as need is perceived; adheres to established laws, policies, rules, and regulations; follows a plan for professional development and demonstrates evidence of growth.

ADDITIONAL JOB FUNCTIONS 

Performs other related work as required.

KNOWLEDGE, SKILLS AND ABILITIES 

Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.

Ability to motivate students.

Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.

Ability to maintain order and discipline in a classroom. Ability to operate common office machines.

Ability to maintain basic files and records.

Ability to understand and follow oral and written instructions.

Ability to establish and maintain effective working relationships as necessitates by work assignments.

DISCLAIMER 

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.