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:  

1. Shall determine appropriate action within clearly defined guidelines. 
2. 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.  
3. Shall seek to establish friendly and cooperative partnerships between home and   school.      Shall carry out assignments in a timely manner without undue checking. 
4. Shall have a willingness to cooperate with the superintendent, district   administrators, principals, and staff.    
5. Shall maintain the confidentiality of each student's educational record.
6. Shall take necessary precautions to protect students, staff, equipment, materials  and facilities.      
7. Shall utilize the state's approved student information sytem to record student   attendance and grade performance accurately and timely. 
8. Shall adhere to School Board of Education policies and procedures. 
9. 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.