Math Teacher

LICKING HEIGHTS BOARD OF EDUCATION

JOB DESCRIPTION

POSITION: TEACHER

RESPONSIBLE TO: BUILDING PRINCIPAL

INTRODUCTION:

At Licking Heights Local Schools, our commitment to student success drives everything we do. We believe in providing equitable, personalized learning experiences focused on building character skills and achieving academic excellence. Our comprehensive framework, addressing milestones from kindergarten readiness to college and career competencies, ensures that every student thrives academically, socially, and emotionally. We are dedicated to creating a positive school culture where students can explore their talents through extracurricular activities, fostering well-rounded and socially responsible citizens.

To be successful at Licking Heights Local Schools, staff members must embody a range of skills, including:

? Passion for education and student well-being


? Effective mentoring and guidance for students


? Strong communication and collaboration skills


? Continuous learning and professional development


? Forward-thinking planning and strategic decision-making


? Openness to two-way communication and community engagement

We are dedicated to supporting our staff through comprehensive induction, providing ongoing professional development aligned with our district's vision, and creating a safe and empowering school environment where every individual can flourish. Join us in our mission to provide an exceptional education experience that prepares students for success in school, career, and life.

JOB GOAL: To participate as a member of the instructional team and to direct learning activities of students in the attainment of subject, school and system objectives.

QUALIFICATIONS:

• Bachelor's degree in education from an accredited college or university or equivalent
• Appropriate State of Ohio teaching certifications/license
• Meet the applicable requirements of a "highly qualified" teacher defined by ODEW. Such alternatives to the above qualifications as the Superintendent and/or Board Of Education may find appropriate.
• Embrace high-performance standards (e.g., engagement, proficiency, resilience, etc.)
• Maintain a record free of criminal violations that prohibit public school employment
• Active Listening, Collaboration with stakeholders, creative problem solving, and good time management skills
• PK teacher requires dual licensure for Special Education requirements: Intervention Specialist & PK-3.

PERFORMANCE RESPONSIBILITIES:

I. INSTRUCTIONAL


A. Planning educational experiences for pupils must both be a continuous and a flexible process. Teachers should:


1. Be aware of pupil records and previous experience.


2. Align teaching strategies with the learning styles of students. Implement evidence-based instructional strategies that produce quantifiable benefits within well-defined time frames.


3. Assemble and organize resources in relation to student needs.


4. Proctor mandated testing activities. Uphold test security procedures.


5. Direct learning activities toward the fulfillment of the goals of their established curriculum, communicating these goals and instructional procedures to students.


B. Lesson plans will be used by teachers in order to facilitate preparation. Lesson Plans should:


1. Be available at all times as a guide for teachers, principals, supervisors and substitute teachers.


2. Develop lesson plans consistent with start learning standards and district curriculum goals. 3. Ensure student lists, lesson plans, and teaching materials are readily available for substitute teachers.


4. May be submitted weekly to the building principal, in accordance with the faculty handbook or negotiated agreement.


5. Include objectives, procedures for attaining objectives, a plan for evaluation and some estimate of time allotments.


C. Because of the diversity of learning styles and abilities of both teachers and students, teachers will:


1. Employ varied styles of teaching and evaluation to facilitate student understanding, and to develop critical thinking and problem-solving skills.


2. Give assistance to all pupils in their studies.


3. Demonstrate a competent knowledge of the subject matter and an understanding of the connections between the past, present, and future content being taught.


4. Develop methods and incorporate available materials and equipment for the level of student being taught, communicating challenging learning expectations to each student.


II. CLASSROOM MANAGEMENT


A. Teachers will ensure that all assigned classroom time is utilized toward the fulfillment of academic goals. Each teacher shall:


1. Follow and/or prepare a daily time schedule within minimum levels of instruction which has been approved by the principal and communicated to secretaries/building staff.


2. Provide a highly structured learning environment.


3. Provide leadership for the advancement of best practices and academic standards. Implement initiatives that support continuous improvement in student participation and achievement.


4. Use formative and summative assessments to track student progress. Provide timely feedback.


5. Develop mutually respectful relationships with colleagues. Function as part of a cohesive team.


6. Help ensure the accuracy and privacy of confidential information.


7. Maintain a professional appearance. Wear work attire appropriate for the position.


8. Sustain an acceptable attendance record. Consistently comply with established work schedules.


9. Maintain open/effective communications. Serve as a reliable information source.


? Foster goodwill and encourage relationships that enhance public support for the district.


? Refers administrative procedure and district policy questions to an appropriate administrator.


? Supports equality, diversity, and inclusion. Uses tact and diplomacy to resolve differences fairly.


10. Pursues opportunities to enhance job knowledge and skill proficiency.


? Keeps current with standards and practices associated with work duties.


? Updates skills as needed to use task-appropriate technology effectively.


11. Keeps current with emergency preparedness and response procedures.


? Complies with health and safety protocols to mitigate workplace risks.


? Protects district property. Take precautions to prevent the loss of equipment and supplies.


12. Give careful attention to the learning environment, attending to the physical conditions of the room in matters of health, safety, and comfort and providing a stimulating learning atmosphere (all unsatisfactory conditions beyond teacher control shall be reported to the principal or designee).


13. Develop, communicate and maintain consistent classroom discipline strategies which encourage and promote teacher-pupil interaction and mutual respect, rapport, promotes a positive self image, and fosters a sense of self-responsibility.


III. PROFESSIONAL RELATIONSHIPS AND RESPONSIBILITIES


A.Communication is the foundation of relationships that ultimately provide the best environment for students. Teachers shall:


1. Demonstrate an ability to communicate clearly and effectively with, and seek assistant of: students, parents, fellow teachers, administration, the school community, and specialized district or county personnel.


2. Become acquainted with the parents of their students insofar as practical and to contact them in matters concerning their child's welfare: use district purchased resources for family communication and engagement.


3. Work cooperatively with colleagues.


B. Due to the necessity of a smoothly operating school environment, teachers will:


1. Keep academic, attendance, and disciplinary records on each student and make all reports as directed by the principal or superintendent.


2. Adhere to and support all policies of the Board of Education and administrative rules and regulations, as long as they are consistent with the law and the teacher negotiated agreement. 3. Become familiar with, and follow the instructions outlined in the in the teacher handbook prepared by the building principal.


4. Attend faculty meetings, accept homeroom or duty assignments, and supervise assemblies during the school day.


5. Be punctual and present at school and at assigned class periods.


6. Be responsible for the careful use of all school property and equipment entrusted to them.


7. Provide for his/her own professional growth through internal/external professional development that is aligned to the district's goals and individual IPDPs.


IV. Teachers shall perform such other duties and/or requests as may be directed by the administration as long as they are consistent with the law and the teacher negotiated agreement.

WORK ENVIRONMENT CHARACTERISTIC CONDITIONS:

The work environment characteristics, described here, are not listed in order of importance, and are representative of those an employee encounters while completing the duties and responsibilities of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the responsibilities. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.

? Frequent work that may extend beyond the normal workday


? Occasional exposure to blood, bodily fluids and tissue


? Occasional operation of a vehicle under inclement weather conditions


? Occasional interaction among unruly children/adults


? Many situations that require hand motion, e.g., computer keyboard, typing and writing


? Consistent requirements to sit, stand, walk, hear, see, read and speak, reach, stretch with hands and arms, crouch, kneel and climb and stoop


? Consistent requirements to lift, carry, push and pull various supplies and/or equipment up to a maximum of 50 pounds

EVALUATION : Performance of the teacher responsibilities will be evaluated by the building administrator, as assigned by the superintendent.

REVISED: September 14, 2009


September 12, 2024


October 15, 2024

murray resign