What are the responsibilities and job description for the Substitute Teacher World Language- Mandarin Chinese Part-Time position at Barrington Public Schools?
QUALIFICATIONS: 1.Teacher Certification Granted by the Rhode Island Department of Education2.Bachelors Degree with certification in Chinese, Masters Degree PreferredTo support Barrington's commitment to diversity, and to foster inclusion, respect, and equity in education, the successful candidate will be selected from a diverse candidate pool of people of all races, ethnicities, creeds, socioeconomic classes, gender identities, sexual orientations, and disability statuses in work activities. Preference will be given to the highly-qualified candidates who articulate their commitment to valuing inclusivity and diversity.REPORTS TO: Building Principal and Assistant Superintendent JOB GOAL: The teacher provides relevant and engaging instruction in high school Chinese to a diverse student population from Level I through Advanced Placement. The teacher works cohesively as a member of a team with staff, colleagues, and administrators to develop, implement, and continuously improve a personalized, rigorous, relevant, and collaborative learning environment supported by technology. The teacher works to ensure the school district graduates globally competitive students proficient with the 21st Century Skills and work habits needed for success in post-secondary education, careers, and life in a global economy.PERFORMANCE QUALIFICATIONS: Must possess the ability to establish and maintain effective working relationships with school administrators, parents, and students.
The interview will require the application of the skills outlined above. Must possess a commitment to continuous improvement strategies. Must possess strong oral and written communication skills. PERFORMANCE RESPONSIBILITIES OF HIGH SCHOOL CHINESE TEACHER: 1.Strong content knowledge, which will be reviewed and assessed through dialog at the interview.2.Actively participate in and positively support all school and classroom functions needed to achieve the mission of the district and meet the learning needs of students.3.Serve as a member of a professional learning community to actively provide a collaborative, rigorous, relevant, and personalized education supported by technology that prepares students for college and careers.4.Implement learning and teaching practices, school and community support in accordance with district and school improvement plans and the mission of the district.5.Create, implement, and actively support the implementation of deeper learning, project and inquiry-based learning, and the integration academic content areas which purposefully increases students creativity, higher order thinking skills, collaboration, communication, and engagement.6.Implement and support changes to a standards-based curriculum, instruction, assessments, school structures, that align, to the extent practicable, to students college and career interests, 21st Century Skills and work habits needed for success in a global economy, NEASC Standards, and NESSC Global Best Practices.7.Collaboratively create and implement performance tasks, formative and summative assessments aligned to the Common Core and 21st century skills as well as task validation and calibration.8.Actively support the implementation of high-interest flexible pathways which prepare students for local and global labor markets and lead to college credit and/or industry certifications.9.Disseminate accurate and positive information about the schools and districts goals and initiatives in a variety of print and electronic formats.10.Foster partnerships among parents, educators, businesses, higher education, and communities that support learning in and out of school, dual enrollment, online learning, and externships.11.Support positively and actively the efficient, effective, and collaborative management of school operations to ensure learning experiences, promote positive discipline practices, and school safety practices advance the mission of the district.12.
Create learning experiences (including interdisciplinary) using strong content knowledge that reflects an understanding of the nature of the communities and world in which we live.13.Create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas they teach and content and applies beyond the school setting.14.Design instruction that addresses the core skills, concepts, and ideas of the disciplines/content areas to help all students meet Rhode Islands learning standards.15. Represent and use differing viewpoints, theories, and methods of inquiry when teaching concepts and encourage students to see, question, and interpret concepts from a variety of perspectives.16.Create instructional opportunities that reflect an understanding of how children learn and develop.17.Use an understanding of students (e.g., individual interests, prior learning, background, and experiences) to create connections between the subject matter and student experiences.18.Seek information about the impact of students specific challenges to learning or disabilities on classroom performance, and work with specialists to develop alternative instructional strategies to meet the needs of these students.19.Make appropriate accommodations and modifications for individual students who have identified learning differences or needs in an Individualized Educational Plan (IEP), 504 Accommodation Plan, Personal Literacy Plans (PLPs), or individualized learning plans (ILPs).20.Create instructional opportunities to encourage all students development of critical thinking, problem solving, performance skills, and literacy across content areas.21.Design lessons that extend beyond factual recall and challenge students to develop higher-level cognitive skills and use tasks that engage students in exploration, discovery, and hands-on activities and engage students in generating knowledge, testing hypotheses, and exploring methods of inquiry and standards of evidence.22.Create learning groups in which all students learn to work collaboratively and independently.23.Communicate clear expectations for achievement that allow all students to take responsibility and advocate for their own learning.24.Use a variety of communication strategies (e.g., listening, restating ideas, questioning, offering, counterexamples, and technological advances) to engage students in learning, to collect and share information, and to enrich discourse in the classroom and the school25.Use appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction.26.Provide students with opportunities and guidance to evaluate their own work and behavior against defined criteria and use the results of self-assessment to establish individual goals for learning use assessment results to provide students with timely, helpful, and accurate feedback on their progress toward achievement goals.27.Reflect on practice and assume responsibility for own professional development by actively seeking and participating in opportunities to learn and grow as professionals and enhance the instructional core.28.Solicit feedback from students, families, and colleagues to reflect on and improve teaching.29.Take responsibility for learning about and implementing federal, state, district and school initiatives to improve teaching and learning.30.Follow school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.31.Interact with students, colleagues, parents, and others in a professional manner that is fair and equitable and guided by codes of professional conduct. 32.Exhibit attributes of reliable attendance, promptness, dependability, and professional ethics; Use effective communication skills with students, colleagues, families and related agencies (spoken, written and non-verbal); Complete all requested forms, reports, and data collections in an accurate and timely manner; Perform the functions of the position in accordance with the: RI Professional Teaching Standards; RI Professional Code of Conduct; and all laws, regulations, school district policies, directives, the mission of the district, school-based plans, and administrative priorities / requests; and Perform other duties as may be assigned and/or necessary to perform the functions of the position. OTHER DUTIES: 1.Performs any other related duties as assigned by the Principal or other appropriate administrators.
WORKING CONDITIONS AND PHYSICAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. The employee is regularly required to operate a keyboard, to view a computer screen, and to sit or stand for extended periods of time. Required vision abilities include close vision and the ability to adjust focus.
The employee is frequently required to bend, stoop, kneel, reach with hands and arms, grasp and manipulate large and small items. The employee is also required to move from location to location, lift items weighing up to 30 pounds, and drive a vehicle. Communication requirements include the ability to hear and respond to voice and other sounds in small and large settings with background noise and to present information orally and in writing. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. TERMS OF EMPLOYMENT: Length of the contract to be determined by the Superintendent. EVALUATION: Performance will be evaluated in accordance with the provisions of the School Committee policy on evaluation of teaching staff.
The interview will require the application of the skills outlined above. Must possess a commitment to continuous improvement strategies. Must possess strong oral and written communication skills. PERFORMANCE RESPONSIBILITIES OF HIGH SCHOOL CHINESE TEACHER: 1.Strong content knowledge, which will be reviewed and assessed through dialog at the interview.2.Actively participate in and positively support all school and classroom functions needed to achieve the mission of the district and meet the learning needs of students.3.Serve as a member of a professional learning community to actively provide a collaborative, rigorous, relevant, and personalized education supported by technology that prepares students for college and careers.4.Implement learning and teaching practices, school and community support in accordance with district and school improvement plans and the mission of the district.5.Create, implement, and actively support the implementation of deeper learning, project and inquiry-based learning, and the integration academic content areas which purposefully increases students creativity, higher order thinking skills, collaboration, communication, and engagement.6.Implement and support changes to a standards-based curriculum, instruction, assessments, school structures, that align, to the extent practicable, to students college and career interests, 21st Century Skills and work habits needed for success in a global economy, NEASC Standards, and NESSC Global Best Practices.7.Collaboratively create and implement performance tasks, formative and summative assessments aligned to the Common Core and 21st century skills as well as task validation and calibration.8.Actively support the implementation of high-interest flexible pathways which prepare students for local and global labor markets and lead to college credit and/or industry certifications.9.Disseminate accurate and positive information about the schools and districts goals and initiatives in a variety of print and electronic formats.10.Foster partnerships among parents, educators, businesses, higher education, and communities that support learning in and out of school, dual enrollment, online learning, and externships.11.Support positively and actively the efficient, effective, and collaborative management of school operations to ensure learning experiences, promote positive discipline practices, and school safety practices advance the mission of the district.12.
Create learning experiences (including interdisciplinary) using strong content knowledge that reflects an understanding of the nature of the communities and world in which we live.13.Create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas they teach and content and applies beyond the school setting.14.Design instruction that addresses the core skills, concepts, and ideas of the disciplines/content areas to help all students meet Rhode Islands learning standards.15. Represent and use differing viewpoints, theories, and methods of inquiry when teaching concepts and encourage students to see, question, and interpret concepts from a variety of perspectives.16.Create instructional opportunities that reflect an understanding of how children learn and develop.17.Use an understanding of students (e.g., individual interests, prior learning, background, and experiences) to create connections between the subject matter and student experiences.18.Seek information about the impact of students specific challenges to learning or disabilities on classroom performance, and work with specialists to develop alternative instructional strategies to meet the needs of these students.19.Make appropriate accommodations and modifications for individual students who have identified learning differences or needs in an Individualized Educational Plan (IEP), 504 Accommodation Plan, Personal Literacy Plans (PLPs), or individualized learning plans (ILPs).20.Create instructional opportunities to encourage all students development of critical thinking, problem solving, performance skills, and literacy across content areas.21.Design lessons that extend beyond factual recall and challenge students to develop higher-level cognitive skills and use tasks that engage students in exploration, discovery, and hands-on activities and engage students in generating knowledge, testing hypotheses, and exploring methods of inquiry and standards of evidence.22.Create learning groups in which all students learn to work collaboratively and independently.23.Communicate clear expectations for achievement that allow all students to take responsibility and advocate for their own learning.24.Use a variety of communication strategies (e.g., listening, restating ideas, questioning, offering, counterexamples, and technological advances) to engage students in learning, to collect and share information, and to enrich discourse in the classroom and the school25.Use appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction.26.Provide students with opportunities and guidance to evaluate their own work and behavior against defined criteria and use the results of self-assessment to establish individual goals for learning use assessment results to provide students with timely, helpful, and accurate feedback on their progress toward achievement goals.27.Reflect on practice and assume responsibility for own professional development by actively seeking and participating in opportunities to learn and grow as professionals and enhance the instructional core.28.Solicit feedback from students, families, and colleagues to reflect on and improve teaching.29.Take responsibility for learning about and implementing federal, state, district and school initiatives to improve teaching and learning.30.Follow school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.31.Interact with students, colleagues, parents, and others in a professional manner that is fair and equitable and guided by codes of professional conduct. 32.Exhibit attributes of reliable attendance, promptness, dependability, and professional ethics; Use effective communication skills with students, colleagues, families and related agencies (spoken, written and non-verbal); Complete all requested forms, reports, and data collections in an accurate and timely manner; Perform the functions of the position in accordance with the: RI Professional Teaching Standards; RI Professional Code of Conduct; and all laws, regulations, school district policies, directives, the mission of the district, school-based plans, and administrative priorities / requests; and Perform other duties as may be assigned and/or necessary to perform the functions of the position. OTHER DUTIES: 1.Performs any other related duties as assigned by the Principal or other appropriate administrators.
WORKING CONDITIONS AND PHYSICAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. The employee is regularly required to operate a keyboard, to view a computer screen, and to sit or stand for extended periods of time. Required vision abilities include close vision and the ability to adjust focus.
The employee is frequently required to bend, stoop, kneel, reach with hands and arms, grasp and manipulate large and small items. The employee is also required to move from location to location, lift items weighing up to 30 pounds, and drive a vehicle. Communication requirements include the ability to hear and respond to voice and other sounds in small and large settings with background noise and to present information orally and in writing. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. TERMS OF EMPLOYMENT: Length of the contract to be determined by the Superintendent. EVALUATION: Performance will be evaluated in accordance with the provisions of the School Committee policy on evaluation of teaching staff.