Trabajos a distancia y desde casa en lake-elementary-k-8 ∙ Página 1

II.        SUMMARY OF POSITION’S PURPOSE

III.       MINIMUM QUALIFICATIONS

EDUCATION/CERTIFICATION – Bachelor’s degree.  Certification in area(s) of special education. Valid Louisiana Teaching Certificate. Additional criteria the Board may require.

IV.     DUTIES AND RESPONSIBILITIES

• Adheres to all local, state, and federal regulations regarding provisions of services to students with disabilities;
• Maintains and ensures student confidentiality;
• Plans, develops, and implements an Individual Education Plan for all students at least annually with appropriately constituted IEP team;
• Delivers each student’s IEP services in collaboration with other SPED teachers, paraprofessionals, general education teachers, and other service providers as appropriate;
• Compiles a progress report to be sent home at the end of each grading period with the student’s report card to inform parents of students’ progress toward established IEP goals;
• Completes all reports and required paperwork accurately and in a timely manner as required by local, state, and federal guidelines.

• Measurable and explicit goals aligned to state content standards.
• Activities, materials, and assessments that are aligned to state standards.
• Logical sequencing building on student’s background knowledge and sub-objectives.
• Appropriate amount of time allotted for student work, student reflection, and lesson/unit closure.
• Regular opportunities to accommodate individual student needs.

• Student work assignments and assessments that are developed and aligned to pre-post tests, which are aligned to the high-stakes test. * (Teachers serving students with significant disabilities will address extended standards and assess students using the LAA1 instrument.)
• Assessments that are aligned to state content standards, have clear measurement criteria, provide students with multiple opportunities to demonstrate mastery of content and require extended written tasks.
• Description of how results will be used to inform future instruction.

• Classroom management techniques are varied and utilized to promote positive student behavior whereby teacher-student and student-student interactions demonstrate caring and respect for one another.
• High and demanding expectations are set for every student whereby all students are encouraged to learn from mistakes and given opportunities to experience success.
• Classroom physical arrangement is organized and understandable to all students allowing easy and ready access to supplies, equipment, and resources.

• Standards and objectives are aligned to state content standards, logically sequenced, and explicitly communicated.  S/O are consistently referred to and connected to what students have previously learned.
• Content is organized and presented in a manner that motivates students to learn where inquiry, curiosity, and exploration are valued and learning is personally meaningful and/or relevant to students.
• Instructional content is presented through the use of visuals with examples, illustrations, analogies, and/or labels leading to student mastery of specific skills in a more efficient manner.
• Lesson is effectively segmented so that sufficient time is allocated to all parts of the lesson to best support student learning - a clear beginning, middle, and end with time for reflection.
• Variety of materials and activities, clearly aligned to objectives, is utilized to address various learning styles and intelligences.
• Frequent, purposeful and coherent questioning is varied and high quality, providing a balanced mix of question types that require active responses from students.
• Specific and timely academic feedback supports student learning as opposed to informing students of the accurateness of their responses.  Feedback is also used to make adjustments in instruction.
• Instructional grouping of students consistently maximizes student understanding and facilitates opportunities for students to set personal goals, reflect on, and evaluate their learning.
• Strong content knowledge is demonstrated by connecting the content being taught to other ideas and concepts.  Utilization of subject-specific instructional strategies enhances student content knowledge.
• Teacher knowledge of students is evident and differentiated instructional methods ensure students have the opportunity to master what is being taught.
• Opportunities are provided during instruction to students to hone their research-based thinking skills and to think analytically, practically, and creatively.
• Activities are implemented to teach and reinforce problem solving skills so that students can manage complex tasks and higher levels of learning.

• Seeks out opportunity for professional development and makes a systematic effort to conduct action research through professional learning communities (PLC).
• Prompt, prepared, and participates in PLCs using student work to enhance and improve personal proficiency.
• Seeks out feedback on teaching from both supervisors and colleagues.
• Challenges negative attitudes or practices to ensure that all students are honored, both emotionally and academically, in the school and throughout the district.
• Accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school environment.
• Information is provided to families frequently on student progress with concern for professional and cultural sensitivity.
• Peforms other duties as required.
  
   

1. Instructional Components
   
    
   • Fulfill duties traditionally expected of those in supervisory positions
   • Lesson Plans
   • Instruction
   • Collaborate with colleagues and departments
   • Grade papers
   • Take and record attendance
   • Enter/Average grades
   • Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher
     
     
      
2. Supervision
   
   
    
   • Supervision of students when students are on or off campus at a school related/sponsored event
   • Supervision of students prior to school and/or drop-off, when assigned
   • Supervision of students in the classroom 
   • Supervision of students between classes, during recess/intermission, during lunch, assemblies
   • Supervision of students after school and/or pick-up, when assigned
     
     
      
3. Non-instructional Components
   
   
    
   • Attend meetings generally associated with the instructions of students
   • Attend faculty, staff, and department meetings
   • Attend training sessions
   • Attend IEP meetings
   • Attend parent-teacher conferences
   • Attend back-to-school and open-house events
   • Attend graduation
   • Attend PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings
   • Attend school board/committee meetings, upon request
     
     
      
4. Extracurricular Activities
   
   
    
   • Attend/work concessions/gates of no more than 15 athletic events per school year as requested by the principal or designee
   • Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor