High School English Teacher with Dual Enrollment Job Opening

High School English Teacher with Dual Enrollment

Linn-Mar Community School District

• Marion, Iowa
Category: Enrollment Counselor
Position Type:
High School Teaching/English

Date Posted:
6/17/2019

Location:
High School
Position Title:High School Teacher
Immediate Supervisor: Building Principal or Designee

Summary (Job Goal): Be dedicated to the development of lifelong learners by equipping students with the knowledge and skills to confidently meet life's challenges as responsible, productive citizens.
Essential Duties and Responsibilities: (Other duties may be assigned.)

Enhance Academic performance
  • Establish clear objectives for all lessons, units, and projects and effectively communicate those objectives to students.
  • Identify students' needs and make appropriate referrals and develop strategies for individual education plans.
  • Effectively communicate with parents on a regular basis outside the normal classroom day by means of newsletters, e-mail, notes, phone calls and individual parent conferences.
  • Discuss student problems, behavior incidents, positive developments, and progress with parents in an honest, sensitive, and confidential manner.
  • Promotes parent participation and involvement in education activities provided for their children.
  • Confer and cooperate with other staff members to plan and schedule lessons promoting student learning, following approved curricula.
  • Confer with parents or guardians, other teachers, counselors, and administrators to resolve student behavioral and academic problems.
  • Identify students showing signs of emotional, developmental, or health-related problems, and discuss them with supervisors, parents or guardians, and child development specialists.
  • Engage in collaborative work and contribute to team planning.
Competence in Content Knowledge

  • Teach relevant and meaningful curriculum to students in a classroom, using the course of study adopted by the District and other appropriate learning activities.

  • Provide individual and small group instruction designed to meet individual needs of students and adapt curriculum as needed.

  • Develop and use instructional materials suitable for verbal or visual instruction of students with a wide range of mental, physical, and emotional maturities.

  • Enrich the educational program through study/field trips to community locations and through community member classroom visits as appropriate. Share and interpret these experiences with students and parents.

  • Instruct students in citizenship and basic subject matter specified in state law and regulations and procedures of the District.

Planning/Preparing

  • Develop lesson plans and instructional materials and provide individualized and small group instruction in order to adapt the curriculum to the needs of each student.

  • Plan individual and group activities to stimulate academic, social and emotional growth.

  • Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.

  • Translate lesson plans and activities into developmentally appropriate learning experiences to best utilize the available time for instruction.

  • Create an effective environment for learning through functional and attractive displays, interest centers, and exhibits of students' work.

  • Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisor.

  • Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of the State and District.

Instructional Strategies

  • Implement individual and group activities to stimulate academic, social and emotional growth.

  • Foster cooperative social behavior through activities and group projects to assist students in forming satisfying relationships with other students and adults.

  • Develop in each student an awareness of his/her worth as an individual and his/her role in his/her family and community.
  • Utilize technology - computers, audiovisual aids, and other equipment in the delivery of instruction.

  • Identify student needs and make appropriate referrals and develop strategies for individual education plans. Actively participate in the IEP process.

  • Utilize research based teaching strategies to effectively plan and teach required curriculum.

  • Engage students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.

Methods to Monitor Student Learning

  • Evaluate students' academic and social growth, keep appropriate records and prepare progress reports.

  • Utilize assessment materials and make appropriate classroom student assessments.

  • Prepare, administer, and correct tests, and record results.

  • Maintain accurate and complete student records and prepare reports on students and activities as required by laws, district policies, and administrative regulations.

  • Administer standardized ability and achievement tests in accordance with the district testing program, and interpret results to determine students' developmental levels and needs.

Classroom Management

  • Establish, implement, and enforce rules and procedures for appropriate classroom behavior, to maintain and promote a fair, supportive, inclusive and positive learning environment.
  • Model and maintain standards of responsible student behavior.

  • Professional Growth

  • Attend professional in-service activities and teacher training workshops provided by the District as well as self-selected professional growth activities in order to maintain and improve professional competence.

Professional Responsibilities

  • Create a fair, supportive and inclusive teaching and working environment for all students and employees regardless of their race, creed, color, religion, gender, age, national origin, marital status, sexual orientation, gender identity, disability or genetic information.
  • Effectively communicate, collaborate, and cooperate with colleagues, supervisors, and students.

  • Plan and coordinate the work of educational assistants and other professional support staff, parents, and volunteers in the classroom and on field trips.

  • Maintain a positive image for the school as well as good public relations within the community.

  • Select and requisition developmentally appropriate classroom materials, instructional aids and supplies.

  • Attend staff meetings and serve on committees as required.

  • Supervise students in out of classroom activities during the assigned work day.

  • Participate in curriculum development programs as required.

  • Participate in faculty committees and sponsorship of student activities.

  • Other duties as assigned.

Supervisory Responsibilities:

Supervises students and/or educational assistants as assigned and/or required to maintain a safe and orderly environment which is conducive to learning.

Minimum Education or Experience (Will vary depending on specific position):

B.A. or B.S. degree.

Cross-cultural experience preferred.

Licensure or Certification:

Holds and maintains a valid Iowa Teaching License appropriate to the position.

Knowledge, Skills and Abilities: (To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed here are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)

Competency in the areas of content knowledge, content pedagogy, general teaching knowledge, and knowledge of students; willingness to learn new skills and knowledge to enhance their instructional skills; ability to help students use mathematical, cultural, artistic, historical, and scientific concepts to explain, assess, and anticipate change.

Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.

Ability to access information and resources, create and critically investigate multiple instructional and curricular strategies, and make decisions that effectively address a variety of student learning styles.

Ability to assess the strengths, needs, interests, and aspirations of their students; willingness to hold high expectations for student academic performance and behavior; ability to set achievable instructional goals, monitor and evaluate student progress; ability to be resourceful in responding to the changing needs of their students and their community.

Ability to recognize the relationships between self and others; accept responsibility for contributions to students, the district, and the community; willingness to actively participate in improving self and professional skills.

Ability to listen, speak, write, read, and respond clearly to students, parents, community members, and to each other; ability to use a variety of media and technology to enhance their communications.

Ability to use interpersonal skills to develop constructive relationships with students, parents, colleagues, and community groups; willingness to provide a high level of service and response to the diverse needs of the district's customers.

Ability to function effectively as part of a teaching team, support peer teachers, plan collaboratively, and work constructively with the teaching team to solve problems that arise.

Ability to work within and promote a fair, supportive and inclusive work and learning environment.

Ability to guide the learning process toward the achievement of district approved educational goals; ability to establish clear objectives for all lessons, units, projects, and the like in harmony with the educational/curricular goals.

Ability to encourage and implement policies, practices, and procedures which create a positive atmosphere conducive to learning; willingness to assist the administration in governing student life and conduct in maintaining a safe environment; ability to develop reasonable rules of classroom behavior and maintain order in a fair and just manner.

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.)

While performing the duties of this job, the employee is regularly required to sit, stand, speak, hear, see, and walk to carry out routine duties. Must be able to bend arms, torso, and neck. Must be able to occasionally lift, move, or push items of 50 lbs such as assisting children or moving/rearranging furniture. Specific vision requirements include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. Must be able to supervise students in all types of weather, meet multiple demands from several people, and interact with the public and other staff.

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.)

Noise level is quiet to loud. Work may be indoors and/or outdoors. Work may be in non-air conditioned rooms. Tobacco and alcohol-free environment. Fast-paced atmosphere with constant contact with students, staff, or the public. May include evenings. Direct responsibility for the safety, well-being, and work output of student.

The statements in this job description are intended to describe the general nature and level of work being performed by individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties, and skills required of personnel in this position. These statements are not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his or her supervision.