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Job ID:

5861132\n

Application Deadline:

Posted until filled\n

Posted:

Yesterday\n

Starting Date:

Immediately\nJob Description\n

TITLE:

Exceptional Child Instructor (LBD)\n

QUALIFICATIONS

Possess Valid Kentucky Teaching Certification\n

REPORT TO/EVALUATED BY

Principal\n

BASIC FUNCTION

\nTo help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women.\n

REPRESENTATIVE DUTIES

\nDevelop lesson plans/units of study based upon appropriate academic expectations/student goals/school objectives/student needs and goals.\nIdentifies targeted academic expectations in lesson/unit\nMatches activities/learning experiences to academic expectations\nSelects appropriate materials/media/technologies for lesson presentation\nIncludes student activities that address various student learning styles/intelligence skills\nUses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents and the community; and conduct research/solve problems.\nPlans activities to make effective use of class/instructional time available\nIncorporates performance-based assessments\nIdentifies school and community resources\nDesigns instructional units and student activities that integrate knowledge and skills from more than one discipline\nInvolves student, when appropriate, in designing student activities\nDesigns instructional activities and themes of interest to students\nDesigns or uses projects, manipulative, and simulations to provide \"real life\" experiences\nCollaborates with others (students, teachers, parents) to develop, design, deliver and align curriculum to meet the identified needs of students, school, district and community\nFormulates academically-relevant and essential questions\nProvides for learning experiences that parallel that which students are ready to learn and do\nDevelop a positive learning climate and arrange physical environment to enhance learning and delivery of instruction\nArranges environment to accommodate individual, small group, and large-group activities\nAlters physical arrangement to match planned activities/students' needs\nMaintains a safe/functional environment that minimizes barriers to learning\nMaintains positive student-teacher interactions\nDisplays sensitivity when dealing with students and others\nInteracts positively with students, colleagues, parents, and community members\nImplements instructional units/lesson plans\nProvides time and activities for all students to apply knowledge/practice skills\nUses appropriate questioning techniques to assist students in problem-solving,\ndeveloping critical thinking, and in formulating accurate responses\nUses appropriate response techniques when responding to student's answers in order to maximize learning\nDemonstrates and enhances subject knowledge by providing examples of accurate, up-to-date information/practices/procedures\nProvides opportunities for individual and cooperative learning experiences\nInvolves all students in learning opportunities\nEmphasizes/repeats essential ideas, concepts, procedures throughout instruction\nBrings closure to unit/activity that reinforces learning\nEncourages students to apply learning in \"real-life\" setting\nReinforces student learning with specific academic praise\nCommunicates/displays specific learner expectations and desired results\nConnect student activities/lesson objectives to \"real life\" applications\nIncludes appropriate uses of media and technologies\nMakes smooth, clear transitions between activities\nProvides connections to students activities that are based upon prior learning,\nstudents' backgrounds and experiences, and future aspirations\nDemonstrates abilities and techniques to improve instructional/learning by using a variety of assessment procedures\nProvides students immediate and specific feedback on a consistent basis\nProvides feedback that is meaningful and timely\nIncorporates comprehension checks of understanding by circulating throughout the room, interacting with students; asking questions, observing students, and guiding students' practices/activities\nAnalyzes assessment results to improve/revise instruction\nMakes adjustments in assessment and instructional techniques for diversities (social, physical cultural)\nProvides opportunities for student analysis of unit/lesson activities (reflections, assists in developing scoring guides, etc.)\nUses a variety of assessment techniques to evaluate student performances (open response items, performance events, portfolio entries, standardized tests, group participation, etc.)\nManages students' behaviors in order to maximize teaching and learning opportunities\nEstablish/maintain behavioral expectations (class rules) of students\nMonitors students' behaviors according to local school/district policies and procedures\nReinforces acceptable student behaviors with genuine, specific praise\nHolds each student accountable for his/her own behaviors\nManages disruptive behavior constructively while maintaining instructional momentum\nDemonstrates fairness and consistency when managing disruptive behaviors and enforces consequences\nUse gestures, facial expressions, verbal cues, and proximity control to direct and redirect student behaviors\nCommunicates positively/effectively with students, colleagues, parents and others\nSpeaks directly and clearly\nProvides clear instructions\nShares student expectations, criteria for assessment, student progress with students and parents in meetings, conferences, written progress reports, etc.\nMakes effective use of non-verbal cues, expressions, gestures, etc.\n7. Seek and complete professional growth opportunities/activities to improve instruction\nEvaluates self to identify needs for instructional improvement\nDevelops/reviews a professional growth plan congruent with school/district/KERA\nGoals and missions\nReviews professional growth plan annually and revises plan as needs/goals\nchange\nParticipates in professional development activities (continuing education,\nworkshops, seminars, action-based research, teacher networks, etc.)\nShares instructional materials, information, ideas with colleagues\nStrives to improve instruction on a consistent basis\nMaintains appropriate confidentiality regarding students' behaviors and\nperformances\nEncourages professional growth of peers\nUses appropriate language in the presence of students\n8. Meets local school district job expectations and requirements in job descriptions\nFollows proper channels to address issues and problems\nMeets assigned time frames as stipulated\nServes on various school/district committees\nFollows school/district policies and procedures including employee time and\nattendance\nPerforms other (out-of-class) duties consistent with contract/job expectations\nImplements specially designed instruction according to I.E.P.\nCorrelates IEP objectives with lesson plans\nServes as a consultant/resource to regular education teachers\nProvides appropriate information on special needs students to other school personnel, e.g. strength, weaknesses\nConsults with teachers regarding pre-referral collaboration techniques for at-risk students in the regular classroom\nDevelops IEP objectives which correspond with present levels of student performance and allow for continuous student progress\nComplete required due process paperwork efficiently and correctly\nAssist with evaluations\nPerform other related duties as assigned by the immediate supervisor\n

PHYSICAL DEMANDS

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.\nWhile performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. Occasionally the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 pounds. The employee is directly responsible for safety, well-being, or work output of other people.\nSpecific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.\n

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.\nThe noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors.\nThe Danville Board of Education does not discriminate on the basis of age, sex, race, color, marital status, national origin, religion, veteran's status or disability in hiring practices. Danville Schools are an Equal Opportunity School System.\nThe information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.\n

Position Type:

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Exceptional Child Instructor (LBD) @ Toliver