JOB SUMMARY: Under general supervision, serves as classroom teacher in grades Kindergarten through 5, or a combination thereof and creates a flexible program and environment that helps all students learn subject matter and skills that will contribute to their development as mature, able, and responsible individuals. The position may serve as a generalist (teaching multiple subjects to the same students) or content specialist (teaching one or more content areas to multiple students) based on site needs and administrative direction. ESSENTIAL DUTIES AND RESPONSIBILITIES: ? Planning & Preparation ?
Effectively integrates solid content knowledge into the curricula, makes connections between the content and other academic discipline(s), and develops relationships among topics and concepts in teaching plans and practices. ? Integrates current best practices, research, and education laws into the teaching plans and practices, to assure the most effective educational program for our students. ?
Demonstrates knowledge and understanding of students including: intellectual, social, and emotional characteristics of age group; students' varied approaches to learning; student skills and knowledge; student interests and cultural heritage; student economic influences; and student family, school and community context. ? Selects and integrates instructional goals that are valuable, clearly stated, measurable, and suitable for diverse students, and that create opportunities for different types of learning. ?
Seeks and effectively utilizes all available school and district teaching and student resources to enhance instruction and learning. ? Designs coherent instruction (including learning activities, instructional materials and resources, instructional groups, lesson and unit structure and the like) that reflect current best practices in the field and support the instructional goals. ?
Accurately and thoroughly assesses student learning using instructional goals; clearly communicates assessment criteria and standards to students; and effectively utilizes assessment results to plan for individuals and groups of students. ? Uses student assessment information to assist the IEP/504 Case Manager in developing and implementing an effective standard based Individual Educational Plan (IEP)/504 Plan for those students who qualify for such services. ?
Learning Environment ? Creates and maintains an environment of respect and rapport. ? Establishes a culture for learning that incorporates the importance of content, student pride in high quality work, and high expectations for student achievement.
? Effectively and efficiently manages classroom procedures including instructional groups, transitions, materials and supplies handling, and the performance of non-instructional duties. ? Assures productive, effective, and efficient use of paraeducators and volunteers in the classroom.
? Effectively manages student behavior by clearly communicating expectations, monitoring student behavior at all times, and successfully and respectfully responds to student behavior and misbehavior. ? Develops and implements effective student behavior support plans as needed.
? Effectively organize classroom furniture and other physical resources to promote learning, safety and accessibility. Revised 7/1/2022? Provides a safe learning environment for all students.
Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities. ? Instruction ? Communicates directions and procedures clearly, accurately and effectively both in spoken and written language.
? Effectively utilizes questioning and discussion techniques in the classroom to promote student participation and to successfully engage students in the discussion. ? Effectively and appropriately engages students in learning to maximize student comprehension of the lesson through representation of content, activities and assignments, instructional groupings, instructional materials and resources, structure and pacing, and the like.
? Provides individual and small group instruction in order to adapt curriculum to the needs of the students with varying intellectual abilities, and to accommodate a variety of instructional activities. ? Provides accurate, substantive, constructive, specific and timely feedback on student progress and performance to students, parents, and other professionals as needed or required.
? Demonstrates flexibility and responsiveness to student needs by effectively making minor adjustments to the lesson, persistently seeking thoughtful alternative approaches/strategies/resources, and successfully accommodating students questions or interests to enhance student learning. ? Instructs students in proper care and use of materials, organizes storage areas, and controls use of materials to prevent loss or abuse.
OTHER PROFESSIONAL RESPONSIBILITIES: ? Accurately and thoroughly assesses a lessons effectiveness and the extent to which it achieved its goals, and effectively modifies the lesson plan for future use to enhance student learning. ? Assists the school principal and/or grade level/content team in planning and evaluating curriculum effectiveness and identifying program needs.
? Develops and implements an effective system to maintain accurate, complete and confidential student records including student completion of assignments, student progress in learning, and other non-instructional records. ? Prepares and submits accurate, complete, timely and effective reports as required by law, district policy, and/or administrative direction.
? Communicates/collaborates effectively with parents to keep families informed of the instructional programs and individual student progress, and effectively responds to parent concerns and engages families to help meet the educational needs of the student. Means of communication may include annual open house, observation sessions for parents, conferences, weekly newsletters, sessions for program discussion, making home visits, telephone, email, and other individual meetings as necessary. ?
Works effectively, cooperatively and respectfully with supervisors, colleagues, subordinates, and other professionals and outside agencies. ? Participates in Data Teams, Universal Teams, and EST/MTSS functions including, but not limited to, meetings, developing referral processes, screening referred students, evaluating data, providing supplemental support, and consulting services as requested. ?
Actively participates in school events, workshops, in-service meetings, teacher trainings, building level staff meetings, district meetings, and other school and district committees/projects, making substantial contributions. ? Seeks out and actively participates in opportunities for professional development to enhance content knowledge and teaching skills, to support district goals and school action/strategic plans as may be directed by the School Principal. ?
Keeps abreast of current best practices, research findings, and other developments in the field. ? Actively participates in assisting and supporting other educators and administrators in the school and/or district. ?
Shows professionalism and considers "What's best for students" in serving and advocating for students, and in decision making. ? Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, and policies of the CVSU.? Assists in training, planning, and directing the activities of assigned paraeducators; plays an advisory role in paraeducator evaluations.
? Participate in the implementation of the school safety and crisis response plans including training and drill practice. ? Other duties as assigned.
PROFESSIONAL EXPECTATIONS: ? Interpersonal Skills. Effectively works with others, including those with opinions or beliefs different from their own. Interacts with others in a friendly, tactful and positive manner.
Treats others with dignity and respect. Builds constructive and supportive relationships with peers. Helps to create an inclusive work environment. Attempts to understand others points of view and is open to new ideas.
? Team Player. Contributes to building a positive team spirit. Proven ability to work cooperatively and effectively as part of a team.
Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies. ? Organizational/Planning Skills. Strong organizational skills that reflect the ability to prioritize multiple tasks seamlessly with excellent accuracy & attention to detail.
? Flexibility/Adaptable: High degree of personal adaptability and flexibility; open to and embraces change towards the improvement of the systems. Open to new ideas and tasks without resistance; able to deal with new situations well. Versatile and capable of handling diverse assignments.
Able to effectively accept constructive criticism. ? Motivation/Self-Direction: Has a personal drive to succeed. Proven ability to work effectively without specific direction, and with minimal supervision.
Driven to identify and implement improvements to systems and practices to increase efficiency and effectiveness. ? Emotional Maturity: Able to effectively handle conflict and stress; able to remain calm and professional when challenged or when others disagree. ?
Attitude/Personality/Style: Friendly, helpful and positive disposition; presents a professional image; patient and understanding; takes pride and personal ownership in work; responsive to the needs of others; enthusiastic; good sense of humor; positive outlook and able to see the good in every situation; honest and direct; transparent. ? Attendance/Punctuality: Is consistently at work and on time; ensures work responsibilities are covered when absent; arrives at meetings and appointments on time; commits to working overtime when needed to meet deadlines. Follows established leave requesting and reporting protocols.
? Problem Solving Skills: Approaches problems in a positive manner. Views impediments as solvable challenges. Able to identify practical solutions to problems.
Able to resolve issues in a fair, equitable and timely manner. ? Organizational Support: Follows district policies and procedures, rules of conduct, and behavior expectations. Promotes/presents a positive image of the school/district.
? Dependability: Follows instructions and responds to management direction; Responds to requests for service and assistance; Takes responsibility for own actions. Completes tasks on time or notifies the appropriate person with an alternate plan. Follow through on commitments.
? Job Knowledge: Demonstrates a working knowledge and understanding in the areas of responsibility. Acquires needed skills and knowledge with little reluctance, continuing to grow knowledge base to remain current with new developments and industry best practices. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: ?
Education and Experience: Bachelors degree and working knowledge of Vermonts Framework of Standards required. Recent experience working in a Vermont school district is preferred. ? Certifications and Licenses: Holds or is eligible to hold a Vermont Teaching License.
Holds the appropriate endorsement(s) and meets all the basic competencies and qualifications of the endorsement(s) as listed in the Regulations Governing the Licensing of Educators and the Preparation of Educational Professionals. Possession of a valid drivers license. Fingerprint/criminal justice clearance.? Language Skills: Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and regulations.
Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district standards or regulations. Ability to effectively present information and respond to questions from administrators, parents, peers, board members and the general public. ?
Mathematical/Reasoning Skills: Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. ?
Computer Skills and Experience: Ability to learn and utilize Microsoft Office, Google Suite (email, calendar, docs, sheets), grading, student information, assessment systems, and new software programs as systems upgrade. ? Communication & Interpersonal Skills: Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress.
Have demonstrated experience successfully supporting diverse students, including students of color, English Language Learners, and LGBTQ students. PHYSICAL DEMANDS: Physical ability to perform the essential functions of the job as outlined above, in addition to the following: Under most circumstances, while performing the duties of this job, the employee is frequently required to stand; walk; and sit. The employee is regularly required to see, talk and hear. The employee is regularly required to use hands to finger, handle, or feel.
The employee is occasionally required to reach with hands and arms; climb steps; stoop, kneel, or crouch. The employee must occasionally lift, carry, move and/or restrain school-aged students. Employees are regularly required to handle stressful situations and resolve conflicts. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.
WORKING CONDITIONS: While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate. EQUAL OPPORTUNITY EMPLOYER: Central Vermont Supervisory Union is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identify, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who particiapte in an equal opportunity investigation.
Our organization is committed to building a diverse team that represents the students we serve. We welcome applications from people of color, people from the LGBTQ community, and individuals with disabilities. DISCLAIMER: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. This is not an exhaustive list of all responsibilities, duties, and skills required.
All employees may be required to perform duties outside of their normal responsibilities from time to time, as needed. Last Revised 7.1.2022