Job Description:  The candidate for this position will prepare and deliver lessons on a specific subject area to students in grades PreK through 5. This candidate will be responsible for teaching all subjects within that content area.  This candidate will deliver lessons to different classes or the same class of students throughout the day.  The candidate will develop weekly lesson plans, assess student performance and progress, meet with administrators and parents as needed, and tutor students who need extra support in a given subject area.  

 

Direct Accountability and Report:  Works under the supervision of the elementary school principal, who is responsible for carrying out the guidance and direction at Totaro Elementary School. An annual evaluation will be based upon the job description, district and personal goals and objectives specific to the school or the position, student achievement data, and the performance of the teacher. 

 

Qualifications:

• Bachelor Degree from an accredited institution in the content area for the position applied. 
• Holds a Virginia Provisional, Collegiate or Postgraduate Professional License in a specific content area applied.

Experience:

• Minimum of three (3) years of successful, full-time teaching experience preferred.

 

Essential Performance Responsibilities:

 

Duties of the classroom teacher include, but are not limited to, the following:

 

PROFESSIONAL KNOWLEDGE:  The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences.

• Effectively addresses appropriate curriculum standards.
• Integrates key content elements and facilitates students’ use of higher-level thinking skills in instruction.
• Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications.
• Demonstrates an accurate knowledge of the subject matter.
• Demonstrates skills relevant to the subject area(s) taught.
• Bases instruction on goals that reflect high expectations and an understanding of the subject.
• Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group.
• Communicates clearly and checks for understanding.

INSTRUCTIONAL PLANNING:  The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.

• Uses student learning data to guide planning. 
• Plans time realistically for pacing, content mastery, and transitions. 
• Plans for differentiated instruction. 
• Aligns lesson objectives to the school’s curriculum and student learning needs.  
• Develops appropriate long- and short-range plans and adapts plans when needed.

INSTRUCTIONAL DELIVERY: The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. 

• Engages and maintains students in active learning. 
• Builds upon students’ existing knowledge and skills.Differentiates instruction to meet the students’ needs.
• Reinforces learning goals consistently throughout lessons. 
• Uses a variety of effective instructional strategies and resources.
• Uses instructional technology to enhance student learning. 
• Communicates clearly and checks for understanding. 

ASSESSMENT OF AND FOR STUDENT LEARNING: The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.

• Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning. 
• Involves students in setting learning goals and monitoring their own progress. 
• Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population. 
• Aligns student assessment with established curriculum standards and benchmarks. 
• Uses assessment tools for both formative and summative purposes and uses grading practices that report final mastery in relationship to content goals and objectives. 
• Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning. 
• Gives constructive and frequent feedback to students on their learning.

LEARNING ENVIRONMENT: The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning.

• Arranges the classroom to maximize learning while providing a safe environment. 
• Establishes clear expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly. 
• Maximizes instructional time and minimizes disruptions. 
• Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic.
• Promotes cultural sensitivity. 
• Respects students’ diversity, including language, culture, race, gender, and special needs. Actively listens and pays attention to students’ needs and responses. 
• Maximizes instructional learning time by working with students individually as well as in small groups or whole groups.

PROFESSIONALISM: The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning.

• Collaborates and communicates effectively within the school community to promote students’ well-being and success.
• Adheres to federal and state laws, school and division policies, and ethical guidelines. Incorporates learning from professional growth opportunities into instructional practice.
• Sets goals for improvement of knowledge and skills.
• Engages in activities outside the classroom intended for school and student enhancement.
• Works in a collegial and collaborative manner with administrators, other school personnel, and the community.
• Builds positive and professional relationships with parents/guardians through frequent and effective communication concerning students’ progress.
• Serves as a contributing member of the school’s professional learning community through collaboration with teaching colleagues.
• Demonstrates consistent mastery of standard oral and written English in all communication

STUDENT ACADEMIC PROGRESS: The work of the teacher results in acceptable, measurable, and appropriate student academic progress. 

• Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data.
• Documents the progress of each student throughout the year.
• Provides evidence that achievement goals have been met, including the state-provided progress data when available as well as other multiple measures of student academic progress.
• Uses available performance outcome data to continually document and communicate student academic progress and develop interim learning targets.