Inclusion Teacher ESE

POSITION SUMMARY : To provide an educational atmosphere in which students will move toward the fulfillment of their potential for intellectual, emotional, physical, and psychological growth and maturation in accordance with District philosophy, goals and objectives. Reports to Principal or Assistant Principal at assigned location.

POSITION QUALIFICATIONS:
Education – Bachelor’s Degree from an accredited college or university.
Certificates and/or Licenses – Eligible for Certification by the State of Florida or District vocational certification.
Computer Skills - Basic understanding and knowledge of use of current technology, as required for the position.

PHYSICAL REQUIREMENTS *: L-Light Work – Required to push, pull or lift up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects.

*PE, ESE and Vocational Teachers : M-Medium Work – Required to push, pull or lift 20 to 50 pounds of force occasionally, and/or 10 to 25 pounds of force frequently, and/or greater than negligible up to 10 pounds of force constantly to move objects.

ESSENTIAL FUNCTIONS: NOTE: These examples are intended only as illustrations of the various types of work performed in a position allocated to this class. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.

Planning / Preparation:

• Demonstrate Knowledge of Content and Pedagogy: Knowledge of Content and Structure of Discipline, Prerequisite Relationships, and Content-Related Pedagogy.
• Demonstrate Knowledge of Students: Knowledge of Child/Adolescent Development, Learning Process, Students’ Skills and Knowledge, Language Proficiency, Interests, and Special Needs.
• Set Instructional Outcomes: Value, Sequence, Alignment, Clarity, Balance, and Suitability for Learners.
• Demonstrate Knowledge of Resources: Resources for Instruction and Student Use.
• Design Coherent Instruction: Learning Activities and Lesson and Unit Structure.
• Design Student Assessments: Congruence with Instructional Outcomes, Criteria and Standards, Design of formative Assessments. Create an Environment of Respect and Rapport: Teacher Interaction with Students and Student with Student Interactions.
• Establish a Culture for Learning: Importance of Content, Expectations for Learning and Achievement, and Student Pride in Work. Manage Classroom Procedures: Management of Instructional Groups, Transitions, Materials/Supplies, Non-Instructional Duties, and Supervision of Paraprofessionals and Volunteer.
• Manage Student Behavior: Expectations, and Monitoring and Responding to Student Behavior.
• Organize Physical Space: Safety, Accessibility and Use of Physical Space.
• Instruction: Communicate with Students: Use of Oral and Written Language for Expectations, Directions, Procedures, and Explanations of Content.
• Use Questioning and Discussion Techniques: Quality Questions, Engaging Discussion Techniques, Ensuring Student Participation. Engage Students in Learning: Activities, Assignments, Grouping of Students, Use of Instructional Materials and Resources, Structure and Pacing.
• Use Assessment in Instruction: Assessment Criteria, Monitoring of Student Learning, Feedback to Students, Student Self-Assessment and Monitoring of Progress.
• Demonstrate Flexibility and Responsiveness: Lesson Adjustment, Response to Students, and Persistence. Professional

Responsibilities:

• Reflect on Teaching: Accuracy and Use in Future Teaching.
• Maintain Accurate Records: Student Completion of Assignments and Progress in Learning, and Non-Instructional Records. Communicate with Families: Information about the Instructional Program and Individual Students, and Engagement of Families in the Instructional Program.
• Participate in a Professional Community: Relationships with Colleagues, Involvement in a Culture of Professional Inquiry, and Participation in School and District Projects. Growing and Developing Professionally: Enhancement of Content Knowledge and Prerequisite Skill, Receptivity to Feedback, Service to Profession.
• Showing Professionalism: Integrity and Ethical Conduct, and Decision Making. Expectations:
• Plan activities that offer differentiated learning experiences based on the level and needs of the student.
• Utilize District curriculum maps and required processes accurately and effectively in planning.
• Establish and maintain effective management of student behavior, which creates a collaborative classroom climate focused on learning and respect.
• Collaborate with peers to enhance the instructional environment, build professional skill through participation in professional learning communities, and modify curriculum or instruction to build student achievement.
• Utilize District assessments and curriculum calendars effectively to assess and monitor student performance.
• Engage in continuing professional growth and keep abreast of recent developments in education through required in-service, voluntary in-service opportunities, collaborative opportunities, graduate classes, and/or research.
• Develop and implement a Deliberate Practice Plan.
• Support school and District improvement initiatives.

SKILLS & ABILITIES:

• Accuracy – Ability to perform work accurately and thoroughly.
• Communication – Ability to communicate effectively with others orally and in writing.
• Problem Solving – Ability to find a solution for or to deal proactively with workrelated problems.
• Technical Aptitude – Ability to comprehend complex technical topics and specialized information.
• Working Under Pressure – Ability to complete assigned tasks under stressful situations.
• Knowledge of prescribed curriculum.
• Ability to work effectively with peers, administrators, and others.