REPORTS TO:                          Principal/Assistant Principal

FLSA STATUS:                         Exempt

TERMS OF EMPLOYMENT:        182 

DOMAIN I:  SETTING INSTRUCTIONAL OUTCOMES

1. The teacher designs instructional outcomes that represent rigorous and important learning in the discipline.

• Outcomes represent high expectations and rigor.
• Outcomes are related to “big ideas” of the discipline.

2. The teacher designs instructional outcomes that are clear, written in the form of student learning, and suggest viable methods of assessment.

• Outcomes are written in terms of what students will learn rather than do.

3. The teacher designs outcomes that reflect several different types of learning and opportunities for coordination.

• Outcomes represent a range of outcomes: factual, conceptual understanding, reasoning, social, management, and communication.

4. The teacher designs outcomes that take into account the varying needs of groups of students.

• Outcomes are suitable to groups of students in the class, differentiated where necessary.

DOMAIN II:  MANAGING CLASSROOM PROCEDURES

1. The teacher maximizes instructional time.

• The students are productively engaged during small group work.

2. The teacher manages learner behavior in instructional groups, transitions, and/or handling of materials and supplies consistently.

• Transitions between large and small group activities are smooth.

3. The teacher establishes classroom routines to be followed by students with minimal guidance and prompting.

• Routines for distribution and collection of materials and supplies work efficiently.
• Classroom routines function smoothly.

DOMAIN III:  USING QUESTIONING/PROMPTS AND DISCUSSION

1. The teacher poses questions to students designed to promote student thinking and understanding.

• Teacher uses open-ended questions, inviting students to think and/or have multiple possible answers.

2. The teacher creates a genuine discussion among students, providing adequate time for students to respond, and stepping aside when appropriate.

• The teacher makes effective use of wait time.
• Discussions enable students to talk to one another, without ongoing mediation by the teacher.

3. The teacher engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

• The teacher builds on student responses to question effectively.
• The teacher calls on most students, even those who don’t initially volunteer.
• Many students are actively engage in the discussion.

DOMAIN IV:  ENGAGING STUDENTS IN LEARNING

1. The teacher provides learning tasks and activities that are aligned with the instructional outcomes and are designed to challenge student thinking, resulting in active intellectual engagement by most students with important and challenging content, and with teacher scaffolding to support that engagement.

• Most students are intellectually engaged in the lesson.
• Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking.
• Students have some choice in how they complete learning tasks.
• There is a mix of different types of groupings, suitable to the lesson objectives.
• Materials and resources support the learning goals and require intellectual engagement, as appropriate.

2. The teacher provides students the time needed to be intellectually engaged.

• The pacing of the lesson provides students the time needed to be intellectually engaged.

DOMAIN V:  USING ASSESSMENT IN INSTRUCTION

1. The teacher uses formative and summative assessment regularly to guide instruction.

• The teacher makes adjustments to the lesson to enhance understanding by groups of students when necessary.

2. The teacher makes students aware of assessment criteria and encourages students to use self-assessment.

• Students indicate that they clearly understand the characteristics of high quality work.
• Students are invited to assess their own work and make improvements.
• The teacher attempts to engage students in self- or peer assessment.

3. The teacher gives accurate and specific feedback and advances learning.

• Feedback includes specific and timely guidance for at least groups of students.

4. The teacher diagnoses evidence of learning by questions, prompts, and assessment.

• The teacher elicits evidence of student understanding during the lesson.

DOMAIN VI:  ATTENDANCE AND PUNCTUALITY

1. Adhere to district guidelines relative to attendance.
2. Regularly report to work on time and work additional hours when deemed necessary.
3. Contact supervisor when absent.
4. Clock in/out and utilize time when appropriate.

DOMAIN VII:  SAFETY

1. Complete tasks in a safe manner as prescribed by the Safety Department or by the employee’s profession/craft.
2. Maintain a neat and orderly work environment.
3. Dress appropriately for the job assigned and in compliance with state law and Board policy GAMB Employee Dress Code.
4. Display employee ID tag at all times on duty.
5. Report any unsafe conditions or any incidents of injury or damage immediately to the appropriate official.
6. Comply with policies on GAMA Employee Tobacco Use, Drug-Free Workplace, and use of cell phones when on duty.

DOMAIN VIII:  COMMUNICATION

1. Understand and interpret written and verbal instructions from immediate supervisor and give clear written and oral instructions to others as required.
2. Accurately compile data, summarize information and provide written reports when required.
3. Answer the telephone and receive visitors in a courteous and efficient manner.
4. Follow the chain of command for various administrative procedures.

DOMAIN IX:  PROFESSIONALISM

1. Attend and constructively participate in meetings and professional development activities.
2. Use active listening skills.
3. Accept and recognize the value of the contribution of others.
4. Exhibit a caring, positive attitude towards others.
5. Maintain the confidentiality of all School Board business by refraining from accessing, discussing, or disclosing anything outside the scope of employment unless authorized by immediate supervisor.
6. Observe professional ethics as prescribed by the employee’s profession/craft and in accordance with state law and board policy (GAI Solicitations, GAIB Solicitations of Staff Members, GAJ, Gifts).
7. Work and cooperate with entire staff.
8. Seek, share, and respect ideas of others.
9. Participate in professional activities on a local, state, and national level in assigned area (include for appropriate personnel).
10. Participate in professional growth activities, such as participation in seminars, conferences, and workshops for improvement of knowledge and skills relating to best practices in the use of supplies, tools/equipment, and methods of operation.
11. Establish and maintain a harmonious working relationship with staff members, administrators, co-workers, teachers, parents, and the general public.
12. Adhere to high standards of professionalism and encourage professional growth.
13. Develop leadership and responsibility in colleagues and students if applicable.
14. Demonstrate skills to receive and give constructive feedback.
15. Identify problems and issues and work collaboratively to contribute ideas and find solutions.
16. Maintain communication with immediate supervisor, keeping him/her informed of problems, concerns, and significant developments.
17. Use verbal and non-verbal communication in a respectful manner.
18. Write and speak clearly and concisely for understanding.
19. Represent the schools and district in a positive manner.
20. Treat all stakeholders in a respectful and helpful manner.
21. Cooperate with administration in the performance of additional duties.
22. Cooperate with building and district staff in planning and evaluation.
23. Complete tasks, reports, and documents accurately according to specified timelines and expectations.
24. Minimize bias in self and others and accept responsibility for his/her own actions.
25. Adhere to ethical, legal, and professional standards.
26. Adhere to Board policies and procedures and administrative rules, guidelines, and regulations.
27. Apply laws, policies, regulations, and procedures fairly, consistently, wisely, and compassionately.
28. Follow directives as assigned by supervisor.
29. Use proper administrative procedures for making requests and resolving conflicts.

**Domain IX denotes non-instructional indicators. Deficiencies in these areas shall not be subject to a plan of intensive assistance.

METHOD OF EVALUATION: State level evaluation.

OTHER DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

QUALIFICATION REQUIREMENTS: Individual must hold a valid Louisiana Teaching Certificate, meeting the requirements listed in the Louisiana Standards for State certification of school personnel, Bulletin 746, Part Ill, IV, V, VI, VII, IX and X; minimum requirements as stated in SDE Bulletin 746 (as revised); minimum of three (3) years successful teaching experience; qualifications should not be established for the individual, but rather for the position.

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 frequently required to stand, walk, speak, hear and sometimes sit. Occasionally the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs. such as boxes of books and AV/VCR carts. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus.

WORK ENVIRONMENT: The work environment described here is representative of which 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. While performing the duties of this job the employee is frequently exposed to a noise level in the work environment which is moderate to loud.

The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.