K-4 Classroom Teacher

Primary Purpose:

Serve as a resident teacher while participating in a year-long clinical experience under the guidance of a mentor teacher. Observe and learn on the job in preparation for a teaching career while earning a degree or completing teacher certification requirements. Work alongside assigned mentor teacher and actively engage in as many elements of the classroom as possible. Participate in instructional planning, data review, and improvement throughout the year.

Qualifications:

Education/Certification:

Enrolled in education preparation program, working towards a teaching certificate

Special Knowledge/Skills:

Knowledge of subject matter of classroom assignment Ability to instruct students and manage their behavior Strong organizational, communication, and interpersonal skills Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics Strong work ethic, open to feedback, with willingness to implement next steps, and a belief that all students can achieve

Experience:

Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics

Major Responsibilities and Duties:

Instructional Strategies Co-teach and deliver lessons prepared by the mentor teacher and experienced team members. Provide small- and large-group instruction under the direction of the mentor teacher using tools and rubrics developed by the mentor teacher and team. Supervise student skills practice, projects, and digital learning; monitor independent work time in classroom while teacher provides instruction. Work with the mentor teacher to monitor and improve instruction with formative and summative assessments, grading, data analysis, and rubrics to identify next steps. Adapt and improve high-standards, differentiation-ready lesson plans that motivate strong student learning. Implement and suggest improvements to instruction that develop higher-order thinking skills and is personalized, reflecting the levels and interests of individual students. Plan backward to align all lessons, activities, and assessments with high-expectation standards and curriculum. Student Growth and Development Identify and address individual students' social, emotional, and behavioral learning needs and barriers. Meet with mentor teacher to ensure alignment of instructional vision and delivery and to troubleshoot students' persistent learning challenges. Implement and suggest improvements to assessments that accurately measure student progress. Classroom Management and Organization Manage procedures, supervise students, and develop students' social-emotional skills during transitions, lunch, recess, assemblies, and other activities, and while team teachers plan or deliver instruction. Identify and suggest ways to engage students in a physical/virtual classroom that include technology. Hold students accountable for ambitious, measurable, high expectations of behavior and engagement. Contribute to a culture of respect, enthusiasm, and rapport. Communication Receive and respond to feedback from the mentor teacher and the site coordinator before, during, and after informal and formal observations. Co-plan with mentor teacher and team. Collaborate with other grade-level or content team members. Professional Growth and Development Attend professional development prior to the start of the school year and on-going throughout the school year. Solicit and willingly receive feedback from mentor teacher, principal, site coordinator, and team members to improve professional skills. Participate in team planning, Professional Learning Communities, school-based professional development, campus faculty meetings, and meetings with site coordinator.

Supervisory Responsibilities:

None Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used :

Personal computer and peripherals; standard instructional equipment

Posture:

Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion:

Frequent walking

Lifting:

Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment

Environment:

Work inside, may work outside; regular exposure to noise

Mental Demands:

Maintain emotional control under stress; work prolonged or irregular hours K-4 Classroom Teacher 4.6 4.6 out of 5 stars Springtown, TX 76082 Full-time Springtown Independent School District 7 reviews

Full-time Primary Purpose:

Serve as a resident teacher while participating in a year-long clinical experience under the guidance of a mentor teacher. Observe and learn on the job in preparation for a teaching career while earning a degree or completing teacher certification requirements. Work alongside assigned mentor teacher and actively engage in as many elements of the classroom as possible. Participate in instructional planning, data review, and improvement throughout the year.

Qualifications:

Education/Certification:

Enrolled in education preparation program, working towards a teaching certificate

Special Knowledge/Skills:

Knowledge of subject matter of classroom assignment Ability to instruct students and manage their behavior Strong organizational, communication, and interpersonal skills Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics Strong work ethic, open to feedback, with willingness to implement next steps, and a belief that all students can achieve

Experience:

Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics

Major Responsibilities and Duties:

Instructional Strategies Co-teach and deliver lessons prepared by the mentor teacher and experienced team members. Provide small- and large-group instruction under the direction of the mentor teacher using tools and rubrics developed by the mentor teacher and team. Supervise student skills practice, projects, and digital learning; monitor independent work time in classroom while teacher provides instruction. Work with the mentor teacher to monitor and improve instruction with formative and summative assessments, grading, data analysis, and rubrics to identify next steps. Adapt and improve high-standards, differentiation-ready lesson plans that motivate strong student learning. Implement and suggest improvements to instruction that develop higher-order thinking skills and is personalized, reflecting the levels and interests of individual students. Plan backward to align all lessons, activities, and assessments with high-expectation standards and curriculum. Student Growth and Development Identify and address individual students' social, emotional, and behavioral learning needs and barriers. Meet with mentor teacher to ensure alignment of instructional vision and delivery and to troubleshoot students' persistent learning challenges. Implement and suggest improvements to assessments that accurately measure student progress. Classroom Management and Organization Manage procedures, supervise students, and develop students' social-emotional skills during transitions, lunch, recess, assemblies, and other activities, and while team teachers plan or deliver instruction. Identify and suggest ways to engage students in a physical/virtual classroom that include technology. Hold students accountable for ambitious, measurable, high expectations of behavior and engagement. Contribute to a culture of respect, enthusiasm, and rapport. Communication Receive and respond to feedback from the mentor teacher and the site coordinator before, during, and after informal and formal observations. Co-plan with mentor teacher and team. Collaborate with other grade-level or content team members. Professional Growth and Development Attend professional development prior to the start of the school year and on-going throughout the school year. Solicit and willingly receive feedback from mentor teacher, principal, site coordinator, and team members to improve professional skills. Participate in team planning, Professional Learning Communities, school-based professional development, campus faculty meetings, and meetings with site coordinator.

Supervisory Responsibilities:

None Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used :

Personal computer and peripherals; standard instructional equipment

Posture:

Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion:

Frequent walking

Lifting:

Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment

Environment:

Work inside, may work outside; regular exposure to noise

Mental Demands:

Maintain emotional control under stress; work prolonged or irregular hours