What are the responsibilities and job description for the Chemistry Teacher position at SAU 39?
Please apply online at SAU39.orgPosition: High School English SouheganContract Period: Contract days per current collective bargaining unit agreement, exemptReports To: School Principal or his/her designeeSupervises: n/aPosition Goal: The chemistry teacher is responsible for the education of each pupil in his/her charge, empowering them with strong communication and critical thinking skills in order to become informed, thoughtful global citizens. The chemistry teacher is also responsible for working with students, parents, other teachers, and staff toward achieving the goals set forth in the Souhegan High School Mission Statement.Qualifications: - Minimum Education and Experience: Bachelors Degree- Applicants will be subjected to a criminal background check as required by law. (RSA 189:13-a)Licensure/Certification Requirements: - State of NH Certification endorsement #1308 (or eligible for NH Certification)Evaluation: - Evaluation will be based on ability and effectiveness in carrying out the responsibilities of the position as defined.- Performance will be reviewed by Administrators in cooperation with the Superintendent and in accordance with School Board policy.Required Skills: - Promote the learning and growth of all students by/through providing high-quality and coherent instruction. instructional practices that establish high expectations and create a safe and effective classroom environment.
a variety of assessment methods to engage learners. ethical, skilled, and collaborative professional practices.- Expertise in the field of chemistry- Flexibility and high adaptation skills- Organization and communication skillsOther Preferred Skills and Considerations: - Experience with competency-based education and assessment practices- Experience with NGSS standardsGeneral Responsibilities: (Except as specifically noted, the following functions are considered essential to this position)- Participates in curriculum construction and revision and cooperates with other members of the staff in planning instructional goals, objectives, and methods.- Employs a pedagogical approach that promotes the understanding of subject matter content to students by providing clear explanations that effectively guide student thinking.- Provides challenging learning activities, thought-provoking questions and materials that prompt every student to engage in cognitively demanding tasks that are aligned to lesson objectives.- Routinely employs instructional strategies that are consistent with scholarly research and best practices in content area and grade- level.- Uses students' learning styles, interests, and needs to plan lesson and homework tasks, design assessments, group students, and differentiate the timing and content of assigned tasks.- Creates an intellectual environment where students take academic risks by attempting challenging tasks.- Frequently plans and administers formative and summative assessments that assess student understanding in multiple formats and varied levels of difficulty.- Systematically reviews results of assessments individually and with colleagues to inform instruction and curriculum revisions.- Monitors student progress and communicate accordingly to all stakeholders.- Engages in activities to improve practice, including but not limited to: soliciting feedback on practice, attending professional development, or reading relevant literature.- Puts students first in all considerations of practice and solve problems with students needs and feedback as a priority.- Proposes meaningful goals with concrete steps aimed at improving student learning outcomes.- Maintains healthy and productive professional relationships with all colleagues so that the professional culture of the school is enhanced.- Regularly uses two-way communication with families about student performance and learning and respond thoughtfully to communication from families with an attention to student privacy.- Implements accommodations and modifications as listed on Individual Education Plan (IEP), 504 plans, and other support plans.- Monitors student behavior in accordance with established standards of conduct, reinforcing positive behavior and responding consistently and effectively to inappropriate behavior.- Follows policies, procedures, goals, and approved curriculum as required by law, district policy, and administrative regulation.- Participates in various meetings (e.g. parent conferences, in-service training, faculty meetings, IEP team meetings, etc.).
a variety of assessment methods to engage learners. ethical, skilled, and collaborative professional practices.- Expertise in the field of chemistry- Flexibility and high adaptation skills- Organization and communication skillsOther Preferred Skills and Considerations: - Experience with competency-based education and assessment practices- Experience with NGSS standardsGeneral Responsibilities: (Except as specifically noted, the following functions are considered essential to this position)- Participates in curriculum construction and revision and cooperates with other members of the staff in planning instructional goals, objectives, and methods.- Employs a pedagogical approach that promotes the understanding of subject matter content to students by providing clear explanations that effectively guide student thinking.- Provides challenging learning activities, thought-provoking questions and materials that prompt every student to engage in cognitively demanding tasks that are aligned to lesson objectives.- Routinely employs instructional strategies that are consistent with scholarly research and best practices in content area and grade- level.- Uses students' learning styles, interests, and needs to plan lesson and homework tasks, design assessments, group students, and differentiate the timing and content of assigned tasks.- Creates an intellectual environment where students take academic risks by attempting challenging tasks.- Frequently plans and administers formative and summative assessments that assess student understanding in multiple formats and varied levels of difficulty.- Systematically reviews results of assessments individually and with colleagues to inform instruction and curriculum revisions.- Monitors student progress and communicate accordingly to all stakeholders.- Engages in activities to improve practice, including but not limited to: soliciting feedback on practice, attending professional development, or reading relevant literature.- Puts students first in all considerations of practice and solve problems with students needs and feedback as a priority.- Proposes meaningful goals with concrete steps aimed at improving student learning outcomes.- Maintains healthy and productive professional relationships with all colleagues so that the professional culture of the school is enhanced.- Regularly uses two-way communication with families about student performance and learning and respond thoughtfully to communication from families with an attention to student privacy.- Implements accommodations and modifications as listed on Individual Education Plan (IEP), 504 plans, and other support plans.- Monitors student behavior in accordance with established standards of conduct, reinforcing positive behavior and responding consistently and effectively to inappropriate behavior.- Follows policies, procedures, goals, and approved curriculum as required by law, district policy, and administrative regulation.- Participates in various meetings (e.g. parent conferences, in-service training, faculty meetings, IEP team meetings, etc.).
