<p>PRIMARY FUNCTION: To ensure student growth and academic achievement while maintaining continual professional growth. To develop students who are college and career ready.</p> <p>REPORTS TO: Principal</p> <p>SALARY SCHEDULE: Resident Teacher</p> <p>WORK DAYS: 190</p> <p>REQUIREMENTS:</p> <ul> <li>Educational Level: Completed the equivalent of three years of college coursework in a teacher preparation program at Georgia Southern University OR acceptance into a GAPSC-approved MAT program at Georgia Southern University. </li><li>Experience, Skill and Certification: </li><li>Complete the GaPSC Ethics Entry Assessment - 350 </li><li>Pass or exempt the GACE Program Entry Assessment </li><li>Pass appropriate GACE content area exam(s) </li><li>Hold a GaPSC Pre-Service Certificate </li><li>Hold a GaPSC Clearance Certificate </li><li>Be approved by Georgia Southern University College of Education </li></ul> <p>ESSENTIAL DUTIES:</p> <p>REQUIRED COMPETENCIES</p> <ul> <li>Knowledge of laws, regulations and policies governing education </li><li>Ability to communicate effectively </li><li>Ability to plan, organize and prioritize </li><li>Ability to use data in the decision-making process </li><li>Ability to create and interpret results of formative and summative assessments </li><li>Ability to work positively and cooperatively with others </li><li>Ability to use technology to support teaching, professional development, and student learning </li><li>Ability to maintain emotional control under stress </li><li>Ability to consistently attend work and reliably carry out all responsibilities </li><li>Ability to perform routine physical activities that are required to fulfill job responsibilities of appropriately and safely supervising students </li></ul> <p>Knowledge and Planning</p> <ul> <li>Demonstrates accurate, deep, and current knowledge of subject matter </li><li>Learns to deliver appropriate curriculum standards and integrates key content elements </li><li>Learns to facilitate students' use of higher-level thinking skills in instruction </li><li>Learns to analyze and use student learning data to inform planning </li><li>Learns to plan instruction effectively for content mastery, pacing and transitions </li><li>Plans for instruction to meet the needs of all students </li><li>Aligns and connects lesson objectives to state and local school district curricula and standards, and students' learning needs </li><li>Learns to develop appropriate course, unit and daily plans and is able to adapt plans when needed </li><li>Modifies the general education curriculum for students with disabilities based upon a variety of instructional techniques </li></ul> <p>Instructional Delivery</p> <ul> <li>Uses a variety of research-based instructional strategies and resources to engage students in active learning </li><li>Effectively uses appropriate instructional technology to enhance student learning </li><li>Develops higher-order thinking through questioning and problem-solving activities </li><li>Engages students in authentic learning by providing real-life examples and interdisciplinary connections </li><li>Differentiates the instructional content, process, product, and learning environment that encourages appropriate peer interaction to meet individual developmental needs </li><li>Develops critical and creative thinking by providing activities at the appropriate level of challenge for students and maintains interest </li><li>Instructs students with disabilities using specialized instruction </li></ul> <p>Assessment</p> <ul> <li>Learns to use a variety of diagnostic, formative, and summative assessment strategies that are appropriate for the content being taught and the student population </li><li>Aligns assessments with established curriculum and benchmarks </li><li>Learns to involve students in setting learning goals and monitoring their own progress and provides frequent and constructive feedback to students on their progress of their learning goals </li><li>Varies and modifies assessment based on individual student needs and progress </li><li>Learns to use assessment techniques that are appropriate for the developmental level of students </li><li>Plans and uses formal and informal assessments for diagnostic, formative, and summative purposes to align with student mastery of learning objectives and to inform, guide, and adjust instruction as needed with student mastery of learning objectives and to inform, guide, and adjust instruction as needed </li><li>Uses grading practices that report final mastery of content goals and objectives </li><li>Collaborates with others to develop common assessments, when appropriate </li><li>Learns to analyze and use data to measure student progress, to design appropriate interventions for students, and to inform long and short-term instructional decision in the classroom </li><li>Shares data results of student progress with students, parents, and key personnel </li><li>Teaches students how to self-assess and to use metacognitive strategies in support of lifelong learning </li></ul> <p>Learning Environment</p> <ul> <li>Learns to use time efficiently both in the handling of non-instructional tasks and in using instructional time appropriately </li><li>Learns to establish clear expectations for classroom rules, routines, and procedures </li><li>Models caring, fairness, respect, and enthusiasm for learning </li><li>Promotes respect for and understanding of students' diversity </li><li>Learns to provide academic rigor, encourages critical thinking, and supports students in achieving goals </li><li>Communicates high, but reasonable, expectations for student learning, </li><li>Maintains an effective physical setting for instruction </li></ul> <p>Professionalism and Communication</p> <ul> <li>Carries out duties in accordance with federal and state laws, Georgia Code of Ethics for Educators and local school board policy </li><li>Maintains professional demeanor and behavior (e.g., appearance, punctuality, and attendance) </li><li>Works cooperatively with assigned Mentor Teacher; implements feedback for improvement </li><li>Respects and maintains confidentiality </li><li>Use verbal and non-verbal communication to foster positive interactions </li><li>Participates in ongoing professional learning based on identified areas for growth </li><li>Maintain professional competence by participating in professional learning activities, curriculum development meetings and other professional opportunities </li><li>Engages in activities outside the classroom intended for school and student enhancement </li><li>Models correct use of oral and written language </li><li>Listens and responds with cultural awareness, empathy and understanding to the voice and opinion of stakeholders (parents, community, students and colleagues) </li><li>Uses modes of communication that are appropriate for the given situation </li><li>Engages in ongoing communications with families regarding instructional goals and student progress in a timely and constructive manner </li><li>Creates a climate of accessibility for parents and students by demonstrating a collaborative and approachable style </li><li>Explains directions, concepts and lesson content to students in a logical, sequential and age-appropriate manner </li><li>Confers with parents, general education and administrators to develop and implement an individualized education program (IEPs) as required </li><li>Maintains prompt and regular attendance </li></ul> <p>Non-Essential Responsibilities</p> <p>A responsibility is considered to be "non-essential" (for the purposes of compliance with the Americans with Disabilities Act) if:</p> <ul> <li>it is shared between multiple incumbents in the job; or </li><li>it could be performed by an employee in another job within the workgroup. </li></ul> <p>Note the responsibility number from the list in the "Duties and Responsibilities" section for those responsibilities that could be considered "non-essential" based on this definition.</p> <p>Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered "non-essential" in a specific situation. Any request for accommodation must be reviewed on an "individual case" basis.</p> <p>Physical and Sensory Demands</p> <p>Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.</p> <p>CLASSROOM Employees in this category spend at least most of the workday in a typical classroom or related educational environment. There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student.</p>