2095 - Exceptional Children Teacher - Visually Impaired VI

Qualifications:

• Shall hold a bachelor's degree or higher and the required Kentucky certificate for the assigned position.
• Shall demonstrate the ability to communicate and work effectively with students, peer, parents and faculty.
• Must be chosen with reference to personal, educational, physical, moral and emotional fitness.

• Determine appropriate action within clearly defined guidelines.
• Present a positive image of the school to parents, and convey to them the school's genuine concern with the education, growth and development of each student.
• Seek to establish friendly and cooperative partnerships between home and school.
• Work to develop a positive public relationship between the school district and the community.
• Carry out assignments in a timely manner without undue checking.
• React positively to directives.
• Have a willingness to cooperate with the superintendent, district administrators, principals, and staff.
• Maintain the confidentiality, both verbally and in written form, of each student's educational record.
• Strive to maintain and improve professional competence.
• Take necessary precautions to protect students, equipment, materials and facilities.
• Adhere to School Board of Education Policies and Procedures.
• Adhere to policies set forth by the Educational Professional Standards Board.

• Build positive relationships with and between school and community.
• Promote leadership potential in colleagues.
• Participate in professional organizations and activities.
• Write and speak effectively.
• Contribute to the profession knowledge and expertise about teaching and learning.
• Guide the development of curriculum and instructional materials.
• Participate in policy design and development at the local school, within professional organizations, and/or within community organizations with educationally related activities.
• Initiate and develop educational projects and programs.
• Demonstrates effective listening, conflict resolution, and group-facilitation skills as a team member.
• Communicate a breadth of content knowledge across the discipline(s) to be taught.
• Communicate a current knowledge of discipline(s) taught.
• Demonstrate a general knowledge that allows for integration of ideas and information across the disciplines.
• Demonstrate an overall knowledge of one's discipline(s) that allows the teacher to teach to the students' ability levels and learning styles.
• Connect content knowledge to real-world applications.
• Plan lessons and develop instructional materials that reflect knowledge of current constructs and principals of the discipline(s) being taught.
• Analyze sources of factual information for accuracy.
• Present content in a manner that reflects sensitivity to a multicultural and global perspective.
• Collaborate with teachers in other disciplines to analyze and structure cross-disciplinary approaches to instruction.
• Focus instruction on one or more of Kentucky's learning goals and academic expectations.
• Develop instruction that requires students to apply knowledge, skills, and thinking processes.
• Integrate skills, thinking processes, and content across disciplines.
• Create and utilize learning experiences that challenge, motivate and actively involve the learner.
• Create and use learning experiences that are developmentally appropriate for learners.
• Develop and incorporate strategies that address physical, social, and cultural and that show sensitivity to differences.
• Arrange the physical classroom to support the types of teaching and learning that are to occur.
• Include creative and appropriate use of technologies (e. g. , audiovisual equipment, computers, lab equipment etc. ) to improve student learning.
• Develop and implement appropriate assessment processes.
• Secure and use a variety of appropriate school and community resources to support learning.
• Develop and incorporate learning experiences that encourage students to be adaptable, flexible, resourceful and creative.
• Use knowledge acquired from past teaching experiences to anticipate instructional challenges.
• Communicate with and challenge students in a supportive manner and provides students with constructive feedback.
• Show consistent sensitivity to individuals and responds to students objectively.
• Maintain positive classroom interaction by establishing appropriate expectations during group activities.
• Show flexibility and creativity in the development of classroom processes and instructional procedures.
• Locate and organize materials and equipment to create an enriched multimedia environment.
• Encourage and support individual and group inquiry.
• Use a variety of classroom management techniques that foster individual responsibility and cooperation.
• Analyze and change the classroom to accommodate a variety of instructional strategies.
• Work with colleagues to develop an effective learning climate within the school.
• Communicate specific goals and high expectations for learning.
• Connect learning with student's prior knowledge, experiences and backgrounds, and aspirations for future roles.
• Model/demonstrate the skills, concepts, attributes, and/or thinking processes to be learned.
• Use and develop multiple teaching/learning strategies that are appropriate to student developmental levels and actively engages students in individual and cooperative learning experiences.
• Provide opportunities for students to increase their knowledge of cultural similarities and differences.
• Stimulate students to reflect on their own ideas and those of others.
• Use appropriate questioning strategies to help students solve problems and think critically.
• Manage student examination of social issues relative to course content, possible responses and associated consequences.
• Demonstrate interpersonal/team membership skills and supportive behavior with students in facilitating instruction.
• Present differing viewpoints when integrating knowledge and experiences across disciplines.
• Make effective use of media and technologies.
• Make efficient use of physical and human resources and time.
• Provide opportunities for students to use and practice what is learned.
• Identify student misconceptions; provide guidance; and offer students continuous feedback on progress toward expectations.
• Select and use appropriate assessments.
• Make appropriate provisions for assessment processes that address social, cultural, and physical diversity.
• Assess student performance using the established criteria and scoring guides consistent with Kentucky's assessment program.
• Provide opportunities for students to assess and improve their perfo.