High School Biology Teacher

PRIMARY SUPERVISOR:

Principal

APPOINTMENT:

Teachers shall be appointed annually, upon the recommendation of the principal to the Superintendent

QUALIFICATIONS:

Shall hold a bachelor's degree or higher and the required Kentucky certificate for the assigned position.

PHYSICAL QUALIFICATIONS:

Shall have the ablility to sit, lift, stoop, push, pull, any and all body movements as relates to the job description.

SUPERVISES:

All classified staff as assigned to the classroom or student(s).

JOB GOAL:

To promote the educational development of each student through effective teaching for learning of all components of the Framework for Teaching. Accomplished and exemplary teachers support a high level of student achievement and demonstrate professional best-practice.

GENERAL DUTIES & PERFORMANCE RESPONSIBILITIES:

• Shall determine appropriate action within clearly defined guidelines.
• Shall present a positive image of the school to students/parents/community members and convey to them the school's genuine concern with the education, growth and development of each student.
• Shall seek to establish friendly and cooperative partnerships between home and school. Shall carry out assignments in a timely manner without undue checking.
• Shall have a willingness to cooperate with the superintendent, district administrators, principals, and staff.
• Shall maintain the confidentiality of each student's educational record.
• Shall take necessary precautions to protect students, staff, equipment, materials and facilities.
• Shall utilize the state's approved student information sytem to record student attendance and grade performance accurately and timely.
• Shall adhere to School Board of Education policies and procedures.
• Shall perform such other duties as may be assigned by the department head, assistant principal, or principal.

SPECIFIC DUTIES & PERFORMANCE RESPONSIBILITES:

Professional Practice

Performance Domain 1- Planning and Preparation:

1A- Knowledge of Content and Pedagogy

1A.1 Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to one another.

1A.2 Teacher's plans and practice reflect accurate understanding of of prerequisite relationships among topics and concepts.

1A.3 Teacher's plans and practice reflect familiarity with a wide range of effective pedagogical approaches to the discipline.

1B- Demonstrating Knowledge of Students

1B.1 Teacher understands the active nature of student learning and attains information about levels of development for groups of students.

1B.2 The teacher purposefully seeks knowledge from several sources of student's backgrounds, cultures, skills, language proficiency, interests, and special needs and attains this knowledge about groups of students.

1C- Setting Instructional Outcomes

1C.1 Outcomes represent rigorous and important learning in the disciplines.

1C.2 Instructional outcomes are clear, are written in the form of student learning, and suggest viable methods of assessment.

1C.3 Outcomes reflect several different types of learning and opportunities for coordination.

1C.4 Outcomes take into account the varying needs of groups of students

1D- Demonstrating Knowledge of Resources

1D.1 Teacher displays awareness of resources- not only through the school and district but also through sources external to the school and on the Internet- available for classroom use, for the expansion of his or her own knowledge, and for students.

1E- Designing Coherent Instruction

1E.1 Teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students.

1E.2 The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students.

1E.3 The lesson or unit has a clear structure, with appropriate and varied use of instructional groups.

1F- Designing Student Assessments

1F.1 Teacher's plan for student assessment is aligned with the instructional outcomes; assessment methodologies may have been adapted for groups of students.

1F.2 Assessment criteria and standards are clear. Teacher has a well- developed strategy for using formative assessment and has designed particular approaches to be used.

1F.3 Teacher intends to use assessment results to plan for future instruction for groups of students.

Performance Domain 2- The Classroom Environment:

2A- Creating an Environment of Respect and Rapport

2A.1 Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students.

2A.2 Students exhibit respect for the teacher. Interactions among students are generally polite and respectful.

2A.3 Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal.

2B- Establishing a Culture for Learning

2B.1 The classroom culture is a cognitively busy place where learning is valued by all, with high expectations for learning being the norm for most students.

2B.2 The teacher conveys that with hard work students can be successful.

2B.3 Students understand their role as learners and consistently expend effort to learn.

2B.4 Classroom interactions support learning and hard work.

2C- Managing Classroom Procedures

2C.1 There is little loss of instructional time because of effective classroom routines and procedures.

2C.2 The teacher's management of instructional groups and the handling of materials and supplies are consistently successful.

2C. 3 With minimal guidance and prompting students follow established classroom routines.

2D- Managing Student Behavior

2D.1 Student behavior is appropriate.

2D.2 The teacher monitors student behavior against established standards of conduct.

2D.3 Teacher response to student misbehavior is consistent, proportionate, respectful to students, and effective.

2E- Organizing Physical Space

2E.1 The classroom is safe, and learning is accessible to all students; teacher ensures that the physical arrangement is appropriate to the learning activities.

2E.2 Teacher makes effective use of physical resources, including compute technology.

Performance Domain 3- Instruction:

3A- Communicating with students

3A.1 The teacher clearly communicates instructional purpose of the lesson, including where it is situated within the broader learning, and explains procedures and directions clearly.

3A.2 Teacher's explanation of content is well scaffolded, clear, and accurate, and connects with students' knowledge and experiences.

3A.3 During the explanation of content, the teacher invites student intellectual engagement.

3A.4 Teacher's spoken and written language is clear and correct and uses vocabulary appropriate to the students' ages and interests.

3B- Questioning and Discussion Techniques

3B.1 Teacher asks students questions designed to promote thinking and understanding.

3B.2 Teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate.

3B.3 Teacher successfully engages students in the discussion, employing a range of strategies to ensure that students are heard.

3C- Engaging Students in Learning

3C.1 The learning tasks and activities are aligned with instructional outcomes and designed to challenge student thinking, the result being that students display active intellectual engagement with important and challenging content and are supported in that engagement by teacher scaffolding.

3C.2 The pacing of the lesson is appropriate, providing students the time needed to be intellectually engaged.

3D- Using Assessment in Instruction

3D.1 Assessment is used regularly by teacher and/or students during the lesson through monitoring of learning progress and results in accurate, specific feedback that advances learning.

3D. 2 Students are aware of the assessment criteria; some of them engage in self-assessment

3D.3 Questions, prompts, and assessments are used to diagnose evidence of learning.

3E- Demonstrating Flexibility and Responsiveness

3E.1 Teacher promotes the successful learning of all students, making minor adjustments as needed to instruction plans and accomodating student questions, needs, and interests.

3E.2 Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have difficulty learning.

Performance Domain 4- Professional Responsibilities:

4A- Reflecting on Teaching

4A.1 Teacher makes an accurate assessment of a lesson's effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment.

4A.2 Teacher makes specific suggestions of what could be tried another time the lesson is taught.

4B- Maintaining Accurate Records

4B.1 Teacher's system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records is fully effective.

4C- Communicating with Families

4C.1 Teacher communicates frequently with families about the instructional program and conveys information about individual student progress.

4C.2 Teacher engages families in the instructional program.

4C.3 Information to families is conveyed in a culturally appropriate manner.

4D- Participating in a Professional Community

4D.1 Teacher's relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry.

4D.2 Teacher volunteers to participate in school events and in school and district projects, making a substantial contribution.

4E- Growing and Developing Professionally

4E.1 Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill.

4E.2 Teacher welcomes feedback from colleagues- either when made by supervisors or when opportunities arise through professional collaboration.

4E.3 Teacher participates actively in assisting other educators.

4F- Showing Professionalism

4F.1 Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students and public.

4F.2 Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed.

4F.3 Teacher maintains an open mind in team or departmental decision- making.

4F.4 Teacher complies fully with school and district regulation.

SPECIFIC DUTIES & PERFORMANCE RESPONSIBILITES:

Student Growth 1A- Student Growth

1A.1 The teacher demonstrates growth that meets or exceeds the collaboratively established student growth goal.

1A.2 The teacher sets rigorous goals as a part of the goal setting process.

1A.3 The teacher continously monitors student progress, adjusting strategies as needed as a part of the goal setting process.

DAYS OF EMPLOYMENT:

185 Days

SALARY:

Commensurate with the school district's Certified Salary Schedule.