Certified Physical Education Teacher - Cypress Grove Montessori Academy

ST. JAMES PARISH PUBLIC SCHOOLS

JOB DESCRIPTION

TITLE: TEACHER

REPORTS TO: Principal

FLSA STATUS: Exempt

TERMS of EMPLOYMENT: 9 month/182 Days

OVERVIEW OF POSITION: To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The Teacher is responsible for growth in student learning.

ESSENTIAL DUTIES AND RESPONSIBILITIES: 1. 0 SETTING INSTRUCTIONAL OUTCOMES

1. The teacher designs instructional outcomes that represent rigorous and important learning in the discipline.
   
   Attributes:

• Outcomes represent high expectations and rigor.
• Outcomes are related to "big ideas" of the discipline.

1. The teacher designs instructional outcomes that are clear, written in the form of student learning, and suggest viable methods of assessment.
   
   Attribute:

• Outcomes are written in terms of what students will learn rather than do.

1. The teacher designs outcomes that reflect several different types of learning an opportunities for coordination.
   
   Attribute:

• Outcomes represent a range of outcomes: factual, conceptual understanding, reasoning, social, management, and communication.
  
  1. 4 The teacher designs outcomes that take into account the varying needs of groups of students.
  
  Attribute:
• Outcomes are suitable to groups of students in the class, differentiated where necessary.

1. The teacher maximizes instructional time.
   
   Attribute:

• The students are productively engaged during small group work.

1. The teacher manages learner behavior in instructional groups, transitions, and/or handling of materials and supplies consistently.
   
   Attribute:

• Transitions between large and small group activities are smooth.

1. The teacher establishes classroom routines to be followed by students with minimal guidance and prompting.
   
   Attributes:

• Routines for distribution and collection of materials and supplies work efficiently.
• Classroom routines function smoothly.

1. The teacher poses questions to students designed to promote student thinking and understanding.
   
   Attribute:

• Teacher uses open-ended questions, inviting students to think and/or have multiple possible answers.

1. The teacher creates a genuine discussion among students, providing adequate time for students to respond, and stepping aside when appropriate.
   
   Attributes:

• The teacher makes effective use of wait time.
• Discussions enable students to talk to one another, without ongoing mediation by the teacher.

1. The teacher engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
   
   Attributes:

• The teacher builds on student responses to question effectively.
• The teacher calls on most students, even those who don't initially volunteer.
• Many students actively engage in the discussion.

1. The teacher provides learning tasks and activities that are aligned with the instructional outcomes and are designed to challenge student thinking, resulting in active intellectual engagement by most students with important and challenging content, and with teacher scaffolding to support that engagement.
   
   Attributes:

• Most students are intellectually engaged in the lesson.
• Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking.
• Students have some choice in how they complete learning tasks.
• There is a mix of different types of groupings, suitable to the lesson objectives.
• Materials and resources support the learning goals and require intellectual engagement, as appropriate.

1. The teacher provides students the time needed to be intellectually engaged.
   
   Attribute:

• The pacing of the lesson provides students the time needed to be intellectually engaged.

• The teacher makes adjustments to the lesson to enhance understanding by groups of students when necessary.

• Students indicate that they clearly understand the characteristics of high quality work.
• Students are invited to assess their own work and make improvements.
• The teacher attempts to engage students in self- or peer assessment.

• Feedback includes specific and timely guidance for at least groups of students.

• The teacher elicits evidence of student understanding during the lesson.

• Attends and constructively participates in meetings and professional development activities.
• Uses active listening skills.
• Accepts and recognizes the value of the contribution of others.
• Satisfactorily complete 32 hour INTEL Essential training within 3 years of initial employment.
• Satisfactorily complete 9 hours of Promethean training within the first year of employment.

• Accepts and uses constructive feedback.
• Identifies problems and issues and works collaboratively to contribute ideas and find solutions.
• Maintains communication with immediate supervisor, keeping him/her informed of problems, concerns, and
  
  significant developments.
• Uses verbal and non-verbal communication in a manner respectful of others.
• Writes and speaks clearly and concisely so that the message is understood.
• Develops and maintains a safe and caring environment for all of our students.
• Demonstrates positive support through actions and words as ambassadors of the schools and districts.
• Dresses for success according to job responsibilities.
• Treats all stakeholders in a respectful and helpful manner.
• Cooperates with administration in the performance of additional duties.
• Completes tasks, reports, and documents accurately according to specified timelines.