REPORTS TO: Principal, CEO and/or Principal Designee

PURPOSE: Physical Education and physical activity are integral to academic achievement

and the emotional and physical health of our students. Next Generation

Academy is dedicated to providing a nurturing and innovative learning

environment for our students. We believe in fostering the physical, social, and

emotional development of our students through dynamic and engaging

physical educational experiences/activities.

DUTIES AND RESPONSIBILITIES

A. MAJOR FUNCTION: Management of Instructional Time

The teacher has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task. Implements and follows state standards.

B. MAJOR FUNCTION: Management of Student Behavior

The teacher has established a set of rules and procedures that govern the handling of routine administrative matters; has established a set of rules and procedures that govern student verbal participation and talk during different types of activities; whole-class instruction, small group instruction, etc.; has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities.

C. MAJOR FUNCTION: Instructional Presentation

The teacher begins lesson or instructional activity with a review of previous materials; introduces the lesson or instructional activity and specific learning objectives when appropriate; speaks fluently and precisely; presents the lesson or instructional activity using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate concepts and skills; assigns tasks that students handle with a high rate of success; asks appropriate levels of questions that students handle with a high rate of success; conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns.

D. MAJOR FUNCTION: Instructional Monitoring of Student Performance

The teacher maintains clear, firm and reasonable work standards and due dates; circulates during class work to check all students’ performance; routinely uses oral, written, and other work products to check student progress; poses questions clearly and one at a time.

E. MAJOR FUNCTION: Instructional Feedback

The teacher provides feedback on the correctness or incorrectness of in-class work to encourage student growth; regularly provides prompt feedback on assigned out-of-class work; affirms a correct oral response appropriately and moves on; provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time.

F. MAJOR FUNCTION: Facilitating Instruction

The teacher has an instructional plan which is compatible with the school curricular goals; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of musical difficulty.

G. MAJOR FUNCTION: Interacting Within the Educational Environment

The teacher treats all students in a fair and equitable manner; interacts effectively with students, co-workers, parents, and community.

H. MAJOR FUNCTION: Performing Non-Instructional Duties

The teacher carries out non-instructional duties as assigned and/or as need is perceived; adheres to established laws, policies, rules, and regulations; follows a plan for professional development and demonstrates evidence of growth.

MINIMUM TRAINING AND EXPERIENCE

Bachelor’s degree in physical education or a related field preferred. Previous teaching experience in a middle school PE setting is preferred. Ability to engage and motivate students in a collaborative and supportive manner. Excellent organizational and communication skills.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIREDTO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference, and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

KNOWLEDGE, SKILLS, AND ABILITIES

Health and Physical Education is a combination curriculum at Next Generation Academy. The two disciplines complement one another in providing students with the strategies and skills needed to assist them in leading a healthy, active lifestyle. Both include the teaching of skills as well as content. In physical education, more of the skills are psychomotor or movement skills; in health education there is a major focus on critical thinking skills, such as decision making, communication, and goal setting.

The curriculum is based on the premise that knowledge in itself does not change behavior, but that learning and practicing skills promotes the adoption of learning from both discipline areas into daily life.

Physical Education and physical activity are integral to academic achievement and the emotional and physical health of our students. Research supports that healthy, active, fit children perform better academically, so keeping students safe, healthy, and ready to learn is our primary responsibility.

Next Generation Academy uses the North Carolina Healthful Living Essential Standards as the guiding document for instruction. The North Carolina Healthful Living State Standards is a curriculum that addresses social development, character education, self-esteem, decision-making and the importance of physical activity throughout a lifetime. Effective delivery in the classroom addresses diversity, sharing, and personal development as well as many other issues.

Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.

Ability to understand and implement the North Carolina Healthful Living Essential Standards

Ability to maintain a clean and orderly environment.

Ability to actively participate in the physical education activities to model lessons and to teach Health Education as well.

Ability to establish and maintain effective working relationships as necessitates by work assignments.

Create a positive, engaging, and respectful classroom environment that encourages student participation and creativity.

Assess and evaluate student physical/movement progress and provide constructive feedback to students and parents.

Maintain communication with parents regarding student performance and progress.

Participate in professional development opportunities to stay current with best practices in physical education.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.