Rockford Board of Education
Job Title: Teacher
JOB CODE: 7060
Date: November 1, 2010
The Teacher understands the central concepts, methods of inquiry, and structures of disciplines and creates learning experiences that make the content meaningful to all students. To this end, the Teacher provides an educational atmosphere conducive to learning where students have the opportunity to fulfill their potential for intellectual, emotional, physical, and/or psychological growth. The Teacher is responsible for utilizing current teaching methods in order to organize and implement an approved instructional program that will result in students achieving academic success in accordance with applicable law, District requirements and policies; documenting teaching and student progress/activities/outcomes; addressing specific educational needs of students; providing timely feedback to students, parents and administration regarding student progress, expectations, goals, etc.
SUPERVISORY RESPONSIBILITIES: None
ESSENTIAL DUTIES AND RESPONSIBILITIES
- Content Knowledge
- Evaluates teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.
- Uses differing viewpoints, theories, “ways of knowing“ and methods of inquiry in teaching subject matter concepts.
- Engages students in generating and testing knowledge according to the process of inquiry and standards of evidence of the discipline.
- Designs learning experiences to promote student skills in the use of technologies appropriate to the discipline.
- Anticipates and adjusts for common misunderstandings of the discipline(s) that impede learning.
- Uses a variety of explanations and multiple representations of concepts that capture key ideas to help students develop conceptual understanding.
- Facilitates learning experiences that make connections to other content areas and to life and career experiences.
- Designs learning experiences and utilizes adaptive devices/technology to provide access to general curricular content to individuals with disabilities.
- Human Development and Learning
- Analyzes individual and group performance in order to design instruction that meets learners' current needs in the cognitive, social, emotional, ethical, and physical domains at the appropriate level of development.
- Stimulates student reflection on prior knowledge and links new ideas to already familiar ideas and experiences.
- Introduces concepts and principles at different levels of complexity so that they are meaningful to students at varying levels of development and to students with diverse learning needs.
- Facilitates a learning community in which individual differences are respected.
- Makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication, and response modes) for individual students who have particular learning differences or needs.
- Uses information about students' families, cultures, and communities as a basis for connecting instruction to students' experiences.
- Uses cultural diversity and individual student experiences to enrich instruction.
- Uses a wide range of instructional strategies and technologies to meet and enhance diverse student needs.
- Identifies and designs instruction appropriate to students' stages of development, learning styles, strengths and needs.
- Identifies when and how to develop and implement strategies and interventions within the classroom and how to access appropriate services or resources to assist students with exceptional learning needs.
- Demonstrates positive regard for individual students and their families regardless of culture, religion, gender, sexual orientation, and varying abilities.
- Planning for Instruction
- Establishes expectations for students' learning.
- Applies principles of scope and sequence when planning curriculum and instruction.
- Creates short-range and long-term plans to achieve the expectations for students' learning.
- Creates and selects learning materials and learning experiences appropriate for the discipline and curriculum goals, relevant to the students, and based on students' prior knowledge and principles of effective instruction.
- Creates multiple learning activities that allow for variation in students' learning styles and performance modes.
- Incorporates experiences into instructional practices that relate to the students' current life experiences and to future career and work experiences.
- Creates approaches to learning that are interdisciplinary and that integrate multiple content areas.
- Develops plans based on students' responses and provides for different pathways based on students' needs.
- Uses teaching resources and materials which have been evaluated for accuracy and usefulness.
- Accesses and uses a wide range of information and instructional technologies to enhance students' learning.
- Uses individualized education program (IEP) goals and objectives to plan instruction for students with disabilities.
- Learning Environment
- Maintains proper classroom decorum.
- Maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to achieving classroom goals.
- Uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities.
- Analyzes the classroom environment and makes decisions to enhance social relationships, students' motivation and engagement in productive work through mutual respect, cooperation, and support for one another.
- Organizes, allocates, and manages time, materials, and physical space to provide active and equitable engagement of students in productive tasks.
- Engages students in and monitors individual and group learning activities that help them develop the motivation to achieve.
- Demonstrates a variety of effective behavior management techniques appropriate to the needs of all students, including those with disabilities (including implementing the least intrusive intervention consistent with the needs of these students).
- Modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics.
- Uses a variety of approaches to promote social interaction between students with disabilities and students without disabilities.
- Uses effective methods for teaching social skill development in all students.
- Instructional Delivery
- Evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet students' needs.
- Uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem-solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources.
- Monitors and adjusts strategies in response to learners' feedback.
- Varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students.
- Develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students' understanding and presenting diverse perspectives to encourage critical thinking.
- Uses a wide range of instructional technologies to enhance students' learning.
- Develops curriculum that demonstrates an interconnection between subject areas that will reflect life and career experiences.
- Uses strategies and techniques for facilitating meaningful inclusion of individuals with disabilities.
- Uses technology appropriately to accomplish instructional objectives.
- Adapts the general curriculum and uses instructional strategies and materials according to characteristics of the learner.
- Implements and evaluates individual learning objectives.
- Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students.
- Uses effective questioning techniques and stimulates discussion in different ways for specific instructional purposes.
- Creates varied opportunities for all students to use effective written, verbal, non-verbal, and visual communication.
- Communicates with and challenges students in a supportive manner and provides students with constructive feedback.
- Uses a variety of communication modes to effectively communicate with a diverse student population.
- Practices effective listening, conflict resolution, and group-facilitation skills as a team member.
- Communicates using a variety of communication tools to enrich learning opportunities.
- Uses assessment results to diagnose students' learning needs, align and modify instruction, and design teaching strategies.
- Appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of the individual student and the class as a whole.
- Involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning.
- Maintains useful and accurate records of students' work and performance and communicates students' progress knowledgeably and responsibly to students, parents, and colleagues.
- Uses appropriate technologies to monitor and assess students' progress.
- Collaborates with families and other professionals involved in the assessment of individuals with disabilities.
- Uses various types of assessment procedures appropriately, including the adaptation of procedures for individual students in specific contexts.
- Uses technology appropriately in conducting assessments and interpreting results.
- Uses assessment strategies and devices which are nondiscriminatory and take into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students.
- Collaborative Relationships
- Initiates collaboration with others and creates situations where collaboration with others will enhance students' learning.
- Works with colleagues to develop an effective learning climate within the school.
- Participates in collaborative decision-making and problem-solving with other professionals to achieve success for students.
- Develops relationships with parents and guardians to acquire an understanding of the students' lives outside of the school in a professional manner that is fair and equitable.
- Works effectively with parents/guardians and other members of the community from diverse home and community situations and seeks to develop cooperative partnerships in order to promote students' learning and well-being.
- Identifies and uses community resources to enhance students' learning and to provide opportunities for students to explore career opportunities.
- Collaborates in the development of comprehensive individualized education programs for students with disabilities.
- Coordinates and/or collaborates in directing the activities of a classroom para-educator, volunteer, or peer tutor.
- Collaborates with the student and family in setting instructional goals and charting progress of students with disabilities.
- Communicates with team members about characteristics and needs of individuals with specific disabilities.
- Implements and monitors individual students' programs, working in collaboration with team members.
- Demonstrates the ability to co-teach and co-plan.
- Reflection and Professional Growth
- Uses classroom observation, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice.
- Collaborates with other professionals as resources for problem-solving, generating new ideas, sharing experiences, and seeking and giving feedback.
- Participates in professional dialogue and continuous learning to support his/her own development as a learner and a teacher.
- Actively seeks and collaboratively shares a variety of instructional resources with colleagues.
- Assesses his or her own needs for knowledge and skills related to teaching students with disabilities and seeks assistance and resources.
- Professional Conduct and Leadership
- Contributes knowledge and expertise about teaching and learning to the profession.
- Follows codes of professional conduct and exhibits knowledge and expectations of current legal directives.
- Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.
- Initiates and develops educational projects and programs.
- Actively participates in or leads in such activities as curriculum development, staff development, and student organizations.
- All actions must be in concert with the mission statement, beliefs, objectives and parameters found in the Strategic Plan of the Rockford Board of Education.
Appropriate State of Illinois Teaching Certificate with the necessary endorsement and/or meet the highly qualified standards in the grade level and/or subject area in which Teacher is assigned.
OTHER REQUIRED QUALIFICATIONS
- Working knowledge of the Illinois Learning Standards for the assigned grade level and/or subject area and possess the requisite ability to evaluate the alignment of those standards to instruction and the district's curriculum.
- Working knowledge of the Illinois Assessment Frameworks for the assigned grade level and/or subject area.
- Working knowledge of and ability to effectively use and integrate technology in the classroom setting.
- Working knowledge of a broad range of literacy techniques and strategies for every aspect of communication and must be able to develop each student's ability to read, write, speak, and listen to his or her potential within the demands of the discipline.
- Demonstrated success in modeling effective reading, writing, speaking, and listening skills during direct and indirect instructional activities.
- Demonstrated success utilizing current teaching techniques, effective strategies for differentiating instruction, and evidence-based classroom management strategies and techniques.
- Effective data-based problem-solving and team collaboration skills used to drive and inform changes in classroom instruction.
- Demonstrated success in collaborating effectively with teachers and students.
- Demonstrated a high level of professionalism with the ability to maintain confidentiality and personal flexibility in all areas.
LENGTH OF WORK: 9 Months
This description is written primarily for position evaluation purposes. It describes duties and responsibilities that are representative of the nature and level of work assigned to the position. The principle activities are representative and not necessarily all inclusive.