Reporting Structure:

The Teacher reports to the ELL or HSE Supervisor of the Wayne Township Adult Education Program.

Performance Agreement:

The Wayne Township Adult Education (WAE) teachers will perform all aspects of the communicated job description. This employee will effectively meet the contractual and performance expectations of the MSD of Wayne Township. Formal performance evaluation will be conducted annually.

Purpose: To plan and deliver rigorous, relevant TABE aligned curriculum; to facilitate student participation and opportunity for mastery

PERFORMANCE RESPONSIBILITIES:

DOMAIN I: TEACHER INSTRUCTION

• Teacher is well prepared allowing time to greet students as they enter the classroom
• Collaborate with paraprofessional and/or coaches to meet individual student needs
• Inform all classes of key emergency procedures outlined within the red book
• Classroom instructions begins on time and instructs for the full duration of time
• Daily agendas are posted for students knowledge of planned activities and lessons from Curriculum Guides
• Classroom lessons will engage in:
• Large group discussion - I DO
• Cooperative Learning - WE DO
• Independent Study - YOU DO
• Track and teach lessons that directly align to TABE Standards as approved by Department of Workforce Development Teacher Handbook at AmplifyAE
• Ensure that College and Career Readiness Skills are incorporated
• Review targeted skills from the DRC score report.
• Provide targeted independent work (Essential Education/Burlington/USALearns) to meet needs of students’ proficiencies
• Consider social emotional learning and test anxiety needs and use Life Coaches and relaxation station
• Prepare accommodations for students per IEP, 504, or doctor’s recommendations and provide advance notice to testing team of needs

DOMAIN II: TECHNOLOGY USE IN THE CLASSROOM

• Strong competency on G-suite, Connectable, INters, online learning platforms, and if desired, DRC.
• Provide weekly digital lessons tied to distance learning activities in online learning platforms
• Capture distance learning hours and ensure 45% engagement
• Share best practice resources with your peers and supervisors (Add to ELL or HSE Shared Drive)

DOMAIN III- TEACHER DATA

• Review each student’s Adult Learning Plan (ALP) and updating quarterly with progress notes in compliance with DWD’s ALP requirements*
• Review weekly data outcomes with Supervisors sharing student progression plans
• Advocate to make sure all accommodations are in place in the classroom and testing
• Monitor daily attendance to ensure student clocks in, clocks out with accurate time
• Report Distance Learning hours from paper assignments if necessary
• Respond by the next class session to data inquiries

DOMAIN IV: Wayne Community and Classroom Culture

• Quarterly Student Recognition for Growth and Attendance
• Cultural Competency*
• Positive Culture & Environment
• Professionalism and Enthusiasm
• Collaboration/communications with colleagues
• Attendance of Professional development, staff meeting, and graduation (PD see WTAE school calendar)

Contracted Days: Three Tiers per WTAE calendar

(Prep 1 hour first year and 1/2 hour after a year)

Reviewed: 04/24/23 (Christine McIntrye-Gray, Maeve Warrick, Lollie Lebario)

• The Department of WorkForce requires each student to have an Adult Learning Plan (ALP). This was created to:

• To enhance the learner’s sense of ownership of his/her learning plan and to increase the learner’s enthusiasm and commitment to the learning process, allowing the learner to realize success more quickly.
• To provide a “road map” of learner and instructor decisions about the appropriate course of study, based on the reasons the learner chose to attend the program.
• To serve as a tool for better communication among staff members, volunteers, and referral agencies in implementing the learner’s plan.
• To provide a method by which learner progress is reviewed on a regular basis.
• To provide documentation of learner achievement for the learner, the local program, funding sources,and referral agencies.

• Respects student’s background, diversity in the classroom, and is sensitive to the different cultures, level of education, traditions, language, and differences of each student.