ESSENTIAL FUNCTIONS

To carry out the school's mission, teacher responsibilities are organized into four broad areas: Planning and Preparation, The Classroom Environment, Instruction, and Professional Responsibilities. These areas reflect teaching practices outlined in Charlotte Danielson's rubric for teacher supervision and evaluation which is used throughout Mountain Views Supervisory Union as well as research of best practice articulated in Vermont's Framework of Standards and Learning Opportunities. Performance Responsibilities are the basis of ongoing training provided through in-service days, professional teamwork, and faculty meetings.

1. Planning and Preparation: The effective teacher is a director of learning in the classroom. The teacher must plan, implement, and evaluate programs, which facilitate learning.

• Plans lessons using MVSU curriculum, Vermont Standards and Grade Level Expectations, and Common Core State Standards with clear objectives and aligned learning events.
• Demonstrates knowledge of content and pedagogy
• Demonstrates knowledge of students and is responsive to students' backgrounds, skills, and interests.
• Uses research-based teaching strategies, resources, and models known to be effective.
• Designs student assessment aligned with instructional outcomes, evaluates student progress promptly, and uses assessment information to make instructional decisions.
• Integrates technology to enhance learning.

2. The Classroom Environment: The effective teacher recognizes that a student's emotional development directly affects their academic growth. A teacher, therefore, should respond to a student's emotional and social needs to facilitate that growth and create a learning environment that supports success.

• Creates an environment of respect and rapport between and among all members of the classroom learning community.
• Creates a safe learning environment where students are not afraid to take risks and develop their interests.
• Establishes a culture of learning by demonstrating a passion and commitment to the material under study; creating opportunities for students to engage in higher-order thinking and creating an environment where students take ownership of their success and hold themselves to a high standard.

3. Instruction: The effective teacher knows and understands deeply the content they are teaching, possesses a repertoire of effective instructional strategies, communicates effectively, and supports student engagement in the teaching and learning process. The effective teacher instills excitement for learning and maintains high standards for all students.

• Communicates expectations for learning, direction, procedures, and explanations of content.
• Engages students throughout the lesson in significant learning and rigorous work.
• Uses questioning and discussion techniques that reflect high expectations.
• Uses a repertoire of strategies to provide clear and accessible instruction to all students.
• Differentiated materials and instructional techniques are used.
• Whole and small group, as well as individualized instruction is evident.
• Assessment is regularly used in instruction and includes opportunities for students to self-assess. Students are fully aware of the assessment criteria used to evaluate their work.
• Utilizes student and district data to inform instruction.

4. Professional Responsibilities: The competent teacher has a responsibility to seek improvement in professional self-growth, in the school system, and the teaching profession, and to foster positive and effective relationships with parents.

• Maintains professional competence by keeping current in research and best practices related to standards, curriculum, instruction, assessment, and the MVSU Strategic Plan.
• Reflects on practice for continuous growth and to ensure that planning and delivery of instruction is successful.
• Demonstrates a willingness to take risks in trying new methods and materials to create meaningful learning opportunities.
• Regularly communicates with families by a variety of methods including newsletters, conferences, etc.
• Is available to students and parents for education-related purposes outside the instructional day when requested or required to do so under reasonable terms.
• Participates in developing and maintaining a professional learning community that is characterized by mutual support and respect and designed to advance teaching and learning.
• Actively contribute to the positive enhancement & improvement of the school and district.
• Works collaboratively with Special Educators, 504 Case Managers, and others as necessary to fully implement student plans including attending meetings when necessary.
• In conjunction with Special Educators and other support service personnel, plans and supervises purposeful student-centered assignments for Para-educators.
• Supervises students outside the classroom as necessary.
• Maintains accurate records and completes reports associated with their area of teaching responsibility as directed by the Principal.
• Upholds positive work ethics and habits and models these for students.
• Other reasonable duties as may be assigned by the Principal.

MINIMUM QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

• Education and Experience. A minimum of a bachelor's degree plus 1 year of directly related experience. One year of directly relevant experience in a school setting is desirable and possibly required. Good working knowledge of children. Good understanding of standard classroom operations and teaching methods. Good basic teaching skills.
• Strong reading, writing, and math skills; demonstrated mastery of academic subject matter being taught to students. Relevant training/experience pertinent to computer instruction curricula.
• Language Skills. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively. Demonstrated broad knowledge of academic subject matter being taught to students desired.
• Computer Skills and Experience. Good basic computer skills and experience with word processing programs are required. Proficiency with Google Mail or similar email is required.
• Reasoning Ability/Mental Requirements. Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
• Communication & Interpersonal Skills. Ability to communicate courteously, efficiently, and effectively with various individuals, including students, faculty, administrators, parents, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Ability to show patience, respect, and compassion in working with students. Ability to effectively resolve conflicts and handle stress.
• Other Qualifications. Experience working with children/adolescents. Ability to assist students physically as required. Available to attend required or requested training, meetings, and professional growth activities outside of school hours (e.g., summers, teacher in-service days, and after-school). Ability to remain calm and efficient in responding to medical emergencies. Ability to show patience, respect, and compassion in working with students.

LICENSING AND CERTIFICATION REQUIREMENTS

A valid Vermont Educator License and endorsement in the content area is required.

Criminal background clearance.

PHYSICAL DEMANDS

The physical demands described here are typical of those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations, as defined by the district, may be made to enable individuals with disabilities to perform the essential functions.

Frequency                     Code                Description                                                                               

Sometimes                    S                       activity may exist sporadically but not consistently.

Occasionally                 O                      activity exists consistently for less than 1/3 of the time

Frequently                    F                       activity exists from 1/3 of the time up to 2/3 of the time

Constantly                    C                      activity exists for 2/3 or more of the time

Not Applicable             NA                   activity is not present in the position

PHYSICAL EFFORT AND STRESS.  The employee must have the physical ability to perform the essential functions of the job as outlined above, in addition to the following (Indicate appropriate code from above)

WORKING CONDITIONS/ENVIRONMENTAL FACTORS:  All conditions common to a construction site for residential housing including, but not limited to, the following (Indicate appropriate code from above):

Definitions - Physical Demands

Sitting: remaining in a seated position

Standing: remaining on one's feet in an upright position at a workstation without moving about

Walking: Moving about on foot

Seeing: Perceiving with the eye

Hearing: Perceiving or listening to sound by ear

Talking: Articulating, speaking or discussing using spoken words

Dexterity: Skill in the use of hands and fingers

Lifting:  Raising or lowering an object from one level to another (includes upward pulling)

Carrying:  Transporting an object, usually holding it in the hands or arms or on the shoulder

Bending/Stooping:  Bending the body downward and forward by bending the spine at the waist. Occurs to a considerable degree and requires full use of the lower extremities and back muscles.

Pushing:  Exerting force upon an object so that the object moves away from the force (includes slapping, striking, and kicking)

Pulling:  Exerting force upon an object so that the object moves toward the force (includes jerking).

Twisting: Rotating; moving to face in alternate direction.

Climbing:  Ascending or descending ladders, stairs, scaffolding, ramps, poles, ropes, and the like, using the feet, legs, and/or arms and hands.

Balancing:  Maintaining body equilibrium to prevent falling when walking, standing, crouching, or running on narrow, slippery, or erratically moving surfaces; or maintaining body equilibrium when performing gymnastic feats.

Crouching:  Bending the body downward and forward by bending the legs and spine.

Kneeling:  Bending the legs at the knees to come to rest on the knee or knees.

Crawling:  Moving about on the hands and knees or ha

Reaching: Extending the hands and arms in any direction

Handling: Seizing, holding, grasping, turning, or working with hands

This general outline illustrates the type of work, which characterizes the Job Classification.  It is not an all-encompassing statement of the specific duties, responsibilities, and qualifications of individual positions assigned to the classification. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.