GRADE 2

Duties & Responsibilities: Essential Functions of Position, Major Responsibilities, Summary of Key Duties, Special Assignments, Relationships)

• Deep knowledge of literacy and numeracy and incorporates best instructional practices throughout the daily schedule.
• Understands the importance of FAST and progress monitoring students. Maintains up-to-date progress monitoring and academic diagnostics
• Must be willing to differentiate instruction, including the collection and analysis of data, all student accommodations including behavioral
• Must be willing to participate in additional PBIS training and work to implement the PBIS strategies in the classroom and school wide.
• Has had experience with and supports the MTSS process. - Driven to provide solid core instruction and the goal of all students meeting/exceeding grade level standards.
• Is knowledgeable of the NIET rubric; uses methods such as self-reflection, peer observation and coaching to continually improve instructional practices.
• Understands the Professional Learning Community process and is willing to collaborate with other team members.
• Is willing to collaborate and co-teach with special education teachers/para-educators in an environment that welcomes all students.
• Is willing to share and effectively work as a member of a team, planning lessons together, monitoring progress and making modifications as needs of students are identified.
• Is enthusiastic and eager to work with at-risk and special education students in an inclusive program model
• Establishes and maintains high standards of pupil behavior to achieve a learning atmosphere in the classroom
• Has high academic expectations of all students
• Communicate with parents on a regular basis regarding student progress
• Prepare students to meet district grade level standards.
• Encourage parental involvement and communicate regularly with parents.
• Perform supervision responsibilities with a belief that all teachers are on duty at all times everywhere in the school environment including AM/PM outside duty, hall and restroom duties.
• Participates in IEP development, work meetings, and parent conferences.

• Successful candidate must possess strong inter-personal skills with a proven record of building rapport with culturally diverse students to ensure each child reaches his/her full potential.
• Successful candidate must be willing to support the rigorous District Literacy Plan by: (1) Participating in on-going training in Wonders, FAST and LETRS (2) Actively participating in the Data Driven Decision Making System (3) Using formative assessments to guide instruction and provide feedback to students, parents, building and district staff (4) Planning, Monitoring and/or Implementing Tier II and Tier III interventions
• Good attendance and punctuality are a must to insure that the duties and responsibilities of the job are performed successfully.
• Perform all other duties as assigned with a can-do solution focused mentality
• Must be willing to support and implement Davenport's multi-tiered system of supports (MTSS) for both behavior and academics.
• Skilled, understands and utilizes MTSS or willingness to be trained/knowledgeable
• Skilled, understands and utilizes PBIS or willingness to be trained/knowledgeable
• Endorsement: [1001] OR [102]

Physical Requirements of Position:(HBV ?Yes ? No)
(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 accommodations may be made to enable individuals with disabilities to perform the essential functions.)
While performing the duties of this job, the employee is regularly required to -

• Sit, stand, speak, hear, see, and walk to carry out routine duties.
• Must be able to occasionally lift, move, or push items of 50 lbs. such as assisting children or moving/rearranging furniture.
• Must be able to supervise students in all types of weather.
• Meet multiple demands from several people and interact with the public and other staff.
• Must be able to implement Crisis Prevention Intervention strategies, including appropriate physical restraint procedures and escorting.

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.)

• Noise level is quiet to loud.
• Work may be indoors and/or outdoors.
• Work may be in non-air-conditioned rooms.
• Substance-free environment.
• Fast-paced atmosphere with constant contact with students, staff, or the public.
• Direct responsibility for the safety, well-being, and work output of student.

Special Qualification Desired:(Personal Qualities, Education, Skills Needed, Experience, Etc.)

• Successful Candidate must possess strong interpersonal skills with a proven record of building rapport with culturally diverse students to ensure each child reaches his/her full potential
• Able to work as a team member
• Has good presentation skills
• Technologically literate