Teacher - 3rd Grade Reading Language Arts Teacher (Hodges)

Teacher Position

Primary Purpose: To plan, develop, and implement an effective instructional program in a way that includes the best use of research findings, time, space, available technology, financial and community resources, so that student achievement will be maximized.

Qualifications:

• Education/Certification: Bachelor's Degree, with appropriate state certification for subject and level assigned
• Special Knowledge/Skills: Demonstrate a cognitive understanding of the subject matter and pedagogical skills in his/her teaching field. Possess excellent communication skills. Ability to instruct students and manage their behavior. Exhibit excellent public relation and interpersonal skills. Knowledge and understanding of the change process, organizational development, conflict resolution, and facilitation skills. Demonstrate highly effective organizational and consensus building skills. Understand the value of planning and demonstrate ability to develop and implement short and long range instructional plans based upon effective instructional strategies, knowledge of the discipline, student needs and performances, the global society, the community, and the curriculum. Understand the various learning styles and show competence in developing and delivering instruction appropriate to students' developmental needs. Understanding cultural diversity through providing instruction appropriate to diverse cultures and populations, learning styles, and background experiences. Understand how to develop a variety of instructional strategies, technologies, resources, and techniques for problem solving and critical thinking skills. Possess knowledge base for critiquing, constructing, and utilizing multiple forms of appropriate assessment techniques in order to monitor progress, modify and adapt instruction, and set goals. Exhibit effective communication skills and techniques, including verbal, nonverbal, and media communication that are sensitive to student differences and needs. Possess basic understanding of the impact of technology in assigned curricular areas. Follow all policies and procedures of the MISD. Perform other duties as assigned.

Experience: None required beyond certification from an accredited teacher preparation program. Such alternatives to the above qualifications as the Administration may find appropriate and acceptable.

Major Responsibilities and Duties:

• Plan, organize, and provide appropriate learning experiences within the assigned area(s) of responsibility.
• Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and abilities of students.
• Guide the learning process toward the achievement of established district curriculum goals.
• Employ a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved.
• Assess the accomplishments of students on a regular basis, provides progress reports as required, and communicate with parents as deemed necessary.
• Identify the special needs of students and seek assistance of others as needed.
• Work cooperatively with special education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP).
• Develop a student behavior plan that is consistent with established administrative policies.
• Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Make a provision for being available to students on a daily basis, as well as parents by appointment.
• Plan and supervise assignments for teacher aides, volunteers, and student teachers, and makes written evaluation as required.
• Maintain an ongoing program of professional growth that fulfills district requirements and personal expectations as a professional.
• Take an active part in the district-approved teacher evaluation process, contributing to a mutual agreement concerning the results of that evaluation.
• Attend campus and district meetings to promote communication and mutual decision making among the staff.
• Attend established traditional school-sponsored activities (e.g., Student Orientations, Open House, programs, and activities) agreed upon by the building principal and the faculty.
• Perform other duties as assigned.

Supervisory Responsibilities: Aides, student teachers, student groups, etc, as assigned by the administration.

Working Conditions:

• Mental Demands: Communicating well, making multiple decisions regarding students educational, physical, and emotional well being, and maintaining emotional control under stress.
• Physical demands/environmental factors: Standing, walking, and verbalizing for long periods of time. Lifting or moving small stacks of textbooks, media equipment, desks, and other classroom equipment. Frequent prolonged and irregular hours.