PRIMARY PURPOSE:

To provide students enrolled in transition grades for classroom size reduction in core and critical subjects and provide appropriate learning activities and experiences designed to fulfill students’ potential for intellectual, emotional, physical and social growth and to develop competencies and skills to function successfully in society.

QUALIFICATIONS:

Education/Certification:

Bachelor’s Degree, required

Texas Teaching Certificate, with required endorsements for subject/level assigned or other permits as approved by state, required

ESL Certification, required (only for English Language Arts positions)

Special Knowledge/Skills:

Communicate effectively (verbal and written); utilize effective interpersonal skills; demonstrate knowledge of subjects assigned; exhibit general knowledge of curriculum and instruction; basic computer skills, preferred

Experience:

Three (3) years of successful teaching experience, required

Working Days:  187

MAJOR RESPONSIBILITIES AND DUTIES/ESSENTIAL FUNCTIONS:

1. Keep informed about current legislation, educational developments, literature and research in the field of education/assigned subject by participating in state and national professional organizations; attend appropriate conferences and staff development sessions; maintain professional growth in the core knowledge area of competency.

2. Develop instructional plans for the curriculum program assigned and provide written evidence of program implementation with consideration of the struggling student.

3. Work cooperatively with special education teachers and/or 504 committee to modify curricula as needed for students with special needs according to guidelines established by Individual Educational Plans or 504-accommodation plans.

4. Present the knowledge and skills of the subject matter according to guidelines established by the Texas Education Agency, Board policies and administrative regulations.

5. Plan, prepare and execute lessons, instructional strategies, activities, materials and equipment that reflect accommodation for individual needs of students, especially those that may be struggling or at risk of failing. Include the selection of resources and other instructional materials to meet individual needs for students needing intervention.

6. Cooperate with other members of the staff in planning and implementing instructional goals, objectives and methods to address the needs of special populations. Work cooperatively with teachers who work with special populations to modify/enhance curricula as needed for students.

7. Maintain a low student to teacher classroom ratio, 18:1.

8. Utilize technology in planning, organizing and implementing the teacher/learning process and other classroom managerial functions that promote learning by enticing students to take notice and engage them in active learning activities.

9. Provide students with tailored instruction and maximize one-on-one time with students.

10. Teachers are to provide opportunities to build on the individual strengths of students.

11. Teachers are to improve the achievement of low-income/minority students and to provide additional

resources to improve student achievement.

12. Assist students in analyzing and understanding the learning process so that they may become life-long learners.

13. Plan and exemplify model lessons for students needing above and beyond the concept that includes effective strategies that are planned with depth, complexity and rigor to ensure that support and intervention is provided for the struggling student.

14. Monitor and assess student achievement through informal and formal testing procedures. Provide various methods of assessment that will afford students the opportunity to achieve mastery. Attend and assist with campus leadership and intervention teams (RTI, 504, etc.) as needed.

15. Assume responsibility for extracurricular activities as assigned and cooperate with the sponsorship for activities approved by the school.

16. Demonstrate behavior that is professional, ethical and responsible and be a positive role model for students

17. Create a classroom environment conducive to learning and appropriate to the physical, social and emotional development of students and take all necessary and reasonable precautions to protect students, equipment, materials and facilities.

18. Manage student behavior in the classroom adhering to the District Discipline Management Plan in accordance with Board policies, administrative regulations and Individual Education Plans.

19. Assist in the selection of textbooks, supplies, equipment, instructional materials and technology resources.

20. Establish open lines of communication and maintain a professional relationship with students, parents, colleagues and community members.

21. Keep informed and comply with federal, state, district and campus regulations and policies for classroom teachers; compile, maintain and file all reports, records and other documents as required.

22. Perform other duties assigned by immediate supervisor (primary evaluator) in accordance with funding source guidelines.

SUPERVISORY RESPONSIBILITIES:

None

EQUIPMENT USED:

Computer, copier, multimedia equipment and other classroom or office machines.

WORKING CONDITIONS:

Mental Demands:

Maintain emotional control under stress; ability to instruct

Physical Demands/Environmental Factors:

Assist in restraining students in crisis situations; frequent prolonged, irregular hours and occasional evening meetings; occasional lifting or moving up to 45 pounds and over; monitor students for a prolonged period of time; monitor multi-tasks/projects; meet deadlines, develop effective relationship with students, and parents.