TEACHER JOB DESCRIPTION
QUALIFICATIONS
Ohio Certification Appropriate to Teaching Assignment
ACCOUNTABILITY:
Building Principal
Responsibilities
INSTRUCTION
1. Demonstrates a knowledge of the subject matter
2. Understands and uses course of study
3. Utilizes a variety of teaching strategies
4. Uses media other than textbooks to enhance the presentation
5. Has high expectations for student performance
6. Responds to student ideas and opinions positively
7. Shows flexibility to student needs
8. Transmits personal knowledge or subject matter into meaningful relevant experiences for the learner
9. Presents subject materials and ideas at the instructional level of the class
10. Incorporates problem solving techniques in instruction when appropriate
11. Employs instructional techniques effectively
12. Checks for understanding
13. Provides corrective feedback
14. Promotes student success
15. Provides alternative materials for special students (i.e., handicapped or gifted)
16. Provides time for individualized help
17. Brings lesson to a conclusion
PLANNING AND ORGANIZING
1. Maintains a seating chart and refers to students by name
2. Has lesson plan available as required by the building principal
3. References the board adopted course of study in lesson plans
4. Has lesson plans available, clear and complete
5. Maintains grade books that are neat, easily understood by evaluator, and reflect adequate grades to assess student performance
6. Has supplemental materials available prior to class
7. Keeps all groups and individuals on assigned tasks
8. Demonstrates flexibility in planning, organization, and implementing instructional activities
9. Classroom Materials and Tests
a. Prepares materials that are neat and legible
b. Prepares materials which display correct grammar and spelling
c. Uses appropriate test material
d. Shows relationship of test to course of study objectives
e. Uses both objective and essay tests
COMMUNICATIONS
1. Presents questions that encourage answers that involve a variety of responses at different levels of learning including recall, comprehension, application level of questions
2. Uses different types of questions in the lesson, such as recall, process, and application level of questions
3. Allows appropriate wait time
4. Presents questions that prompt divergent, convergent, and valuative thinking
5. Gives explanations that are clear and concise, and are geared to the students' level of understanding
6. Demonstrates communication skills that include proper grammar, varying voice projection and the use of non-verbal reinforcement
7. Uses introductory techniques that help student recall previous lesson and stimulate their interest in the lesson
8. Introduces vocabulary and difficult concepts prior to assigning a new lesson
9. Uses follow-up and summarizing techniques to reinforce the objective of the lesson
SECURING PUPIL PARTICIPATION
1. Positively reinforces student responses both verbally (oral or written) and non-verbally
2. Allows students to participate in the lesson
3. Encourages students to ask as well as answer questions
4. Encourages students to present information independently
5. Encourages students to work in small groups in problem solving
6. Encourages students to participate in chalkboard activities
7. Encourages students to be aware of assignments and be involved in the lesson
8. Displays enthusiasm and interest for the student
9. Uses a variety of motivating techniques and demonstrates an enthusiasm for the subject
10. Communicates assignments, directions and concepts clearly
11. Involves all members of the class
CLASSROOM ATMOSPHERE AND MANAGEMENT
1. Maintains an academic atmosphere that is conducive to learning
2. Demonstrates a good rapport between students and teacher
3. Shows evidence of teacher control of classroom activity
4. Displays a consistent level of expectation of student behavior
5. Treats all students fairly and consistently
6. Displays the ability to work with students of different learning styles
7. Displays a sincere interest in and positive feelings towards student
8. Displays student work
9. Keeps a physical environment that is inviting, clean and free of clutter
10. Insists that students respect books, furniture, school and personal property
11. Promotes students' tolerance of one another and encourages respect for their individual differences.
12. Exhibits effective use of bulletin boards and classroom displays
13. Posts classroom and school rules and explains appropriate consequences
NON-INSTRUCTIONAL PROFESSIONAL RESPONSIBILITIES
A.Interpersonal Relationships
1. Assists other staff members by assuming a proportionate share of non-classroom duties
2. Assists to a reasonable degree in cooperative staff planning for effective programming in the building
3. Cooperates in the sharing of equipment, supplies, facilities, etc.
4. Works cooperatively with other school personnel
5. Deals courteously with others involved in school affairs
6. Maintains positive relations with students and staff members
7. Shows consistency and fairness in dealing with student
8. Promotes positive self-concept/self-esteem in students
9. Demonstrates employee responsibility, based on approved job description
10. Demonstrates a willingness to keep curriculum and instructional practices current
11. Supports school regulations and policies
12. Assumes responsibilities outside the classroom as they relate to school
B. Professional Practices
1. Maintains the confidentiality of student records/affairs
2. Shows evidence of professional growth
3. Enforces school policies and building procedures
4. Attends faculty and department meetings and school functions as required by job assignment
5. Serves on school committees (e.g., course of study, grade card revision, in-service programs, school improvement, materials selection, etc.)
6. Keeps current in knowledge of subject matter and educational research
7. Correlates instructional objectives with district philosophy and goals
8. Uses program evaluation data from students, teachers, administrators and/or others to improve his/her program
9. Utilizes school support staff when appropriate to meet the needs of students
10. Accepts suggestions for improvement
11. Handles responsibility of communicating schedule changes, field trips, etc., to appropriate staff
12. Provides adequate/appropriate materials for substitute teachers
13. Follows specific rules and policies of the school
14. Maintains proper records, including attendance and grade books
15. Self-evaluates lessons and teaching techniques
16. Exhibits a willingness to participate in school activities
17. Communicates professionally with colleagues concerning mutual students
18. Communicates goals and expectations to parents
19. Communicates with parents concerns regarding students when necessary
20. Arrives on time and leaves appropriate to job assignments
C. School-Community Relations*
1. Cooperates with parents and other community members to improve educational programs
2. Makes presentations about school programs when opportunities are available
3. Keeps parents informed about school programs and student progress
4. Initiates, where appropriate, news releases about school events, programs, projects or activities
*These criteria apply to only activities carried on within the scope of the professional duties related to job assignment.
Classroom Management
Teachers are expected to be in control of his/her classroom and to maintain an atmosphere that is conducive to learning. He/she is expected to enforce fairly and uniformly his/her classroom rules as well as those rules and regulations established by the Administrative and/or the Board of Education. Accurate records are important and are considered legal documents required to be kept by local schools. Extreme care should be used to insure the accuracy and confidentiality of all student grades, attendance, and other records the teacher is required to maintain. The teacher is expected to maintain accurate up to date seating charts and lesson plans to insure a productive student day in case he/she should be forced to be absent as well as to facilitate his/her own planning.
Classroom Discipline
Look upon discipline as a means of developing student self-control and realize that it is therefore an essential part of every good learning situation. Classroom discipline is essentially the teacher's responsibility and only cases of a serious emergency are to be referred immediately to the office. Students sent to the office must have a discipline referral form (see appendix 20) sent to the office soon afterwards. The teacher is expected to have tried several approaches to solve routine discipline problems prior to referring the student to the office and these should be enumerated on the discipline referral form. At a very minimum parent contact, isolation, and a detention with the teacher must have been tried.
Good teachers recognize their responsibility as members of the school staff and exert their influence for developing self-control with all students in all parts of the school, as opportunities present themselves to do so.
Generally speaking, an important part of your job as a teacher is to handle discipline problems effectively. When you need advice for handling a group or an individual, consult a fellow teacher, your department chairperson, a guidance counselor, or administration.
Some principles leading to successful classroom discipline and control are:
l. Learn all you can about previous school experiences of your students (but do not let this information bias you.)
2. Be prepared for class. Ten seconds of idle time can develop into 10 minutes of problems.
3. Make your assignments reasonable and clear.
4. Be a good and neat dresser, be businesslike, and be friendly.
5. Be prepared for the unexpected.
6. Keep rules to a minimum--basic rules are needed, but many rules have no real purpose.
7. Be consistent (180 days).
8. Only in rare instances is it appropriate to punish a whole class for the actions of a few.
9. Never say anything to a student in front of a class that you would not say in the presence of their parents.
10. Never, never humiliate a student in front of others.
11. Students have plenty of buddies. Don't be a "buddy"; be a teacher.
12. Don't be afraid to apologize.
13. Use the telephone. Let the parents work with you.
14. Never argue with a student in front of the class. The odds are 25 to l that you'll lose.
15. Believe it or not--don't see and hear everything.
16. Be enthusiastic--it's contagious.
17. Don't be a screamer. Increasing sound volume does nothing but make noise.
18. Don't make study a punishment. You cannot motivate a student to "learn a punishment". Think about that statement.
19. Know your students' hobbies, interests, problems, friends, etc.:
show a sincere interest in these things.
20. Keep administrators informed when dealing with problem students.
Disciplinary Guidelines
The following disciplinary guideline is a general standard to be reviewed by the teaching staff. Not all misconduct can be itemized on the guideline. Therefore, this guideline is an enumeration of the main areas of conduct which will lead to disciplinary action by either the teacher or the administration.
LEVEL ONE (Minor misbehavior that impedes orderly operation of the classroom, study hall, cafeteria, hallway, etc.
Infraction - Excessive talking, tardiness to class, lack of materials, incomplete classroom preparation, lack of cooperation, rudeness and/or discourteousness, restlessness and/or inattentiveness, mischief.
Consequence Options - Assertive Discipline Model, teacher conference with student, teacher consultation with counselor, student's seat changed, detention with teacher, teacher contacts parent, teacher/parent conference, staffing.
LEVEL TWO (Misbehavior that seriously disrupts the classroom learning process or creates a safety hazard)
Infraction - Chronic level one offenses, hallway violations, cafeteria violations, insubordination, alcohol/drugs, threats, profanity/obscene gestures, theft, fighting.
Consequence Options - Disciplinary referral, office detention, staffing, suspension from school, Saturday school, law enforcement, juvenile court, expulsion from school.
LEVEL THREE (Serious disruption of classroom environment, school environment, endangerment of students/staff, etc.)
Infraction - Repeated level two offenses, false fire alarm, bomb threats, stolen property, alcohol/drugs, fighting.
Consequence Options - Suspension from school, law enforcement, juvenile
court, expulsion from school.