NATURE AND SCOPE OF JOB:

To create a flexible elementary grade program and class environment favorable to learning and personal growth; to establish effective rapport with students, to motivate students to develop skills, attitudes and knowledge needed to provide a good foundation for upper elementary/middle school education; to establish good relationships with parents and other staff members. The employee must adhere to the State of Alaska Code of Ethics of the Education Profession.  See attached Code of Ethics document.

POSITION QUALIFICATIONS/KNOWLEDGE SKILLS:

• Excellent oral and written communication and interpersonal relations skills.

• Strong instructional technology skills

• Application and understanding of social/emotional needs of youth aged 8 to 11.

• Ability and aptitude to teach multiple-concept small groups in a prescribed block of time.

• Outstanding attention to detail and follow-up.

EDUCATION AND EXPERIENCE

• BA in Education or related academic field.

• Demonstrated interest in multicultural education and instructional technology.

• Preferred qualifications: MA in Education, Reading or related academic field.

• Preferred: 3 years public school teaching experience.

CERTIFICATES, LICENSES:

• Possess or able to obtain an Alaska Teaching Certificate

• Possess or able to obtain Reads Act Verified K-3 Teacher Endorsement

ESSENTIAL FUNCTIONS

Student Achievement & Character Development 

• Set and hold students to high academic and behavioral standards.

• Deliver measurable student academic growth and increase each individual student’s achievement.

Core Instructional Excellence 

• Assess every student’s mastery of the content and diagnose areas of student misunderstanding.

• Demonstrate strong content knowledge; all information conveyed to students is factually accurate.

• Model responses and provide visual anchors; lead students through guided and independent practice and regularly check for understanding.

• Ensure academic rigor by asking increasingly difficult questions, accepting only high-quality student responses and posting examples of high-quality work.

• Use high-engagement strategies (e.g. technology, interactive whiteboard, rapid-fire questioning, non-verbal responses, storytelling, interactive group activities).

• Meet needs of a range of students, providing extra support, enrichment, or variation of work.

Classroom Culture 

• Create a positive, achievement-oriented and structured learning environment with high engagement so that students are excited about and invested in their academic excellence.

• Set and reinforce clear expectations and routines that are aligned with the school and district overall vision.

• Discuss, celebrate, and reinforce character skills.

Planning and Data Analysis 

• Use data from local and state assessments to inform instruction.

• Internalize standards and scope and sequence (for own grade/subject and the grades one year before and one year after) and know how standards are assessed.

• Thoughtfully plan lessons and develop and implement specific strategies to ensure that each student achieves dramatic gains.

Student and Family Relationships 

• Build rapport with students inside and outside of class so students understand unambiguously that teachers care about them.

• Invest parents and families in their children’s academic success through regular communication of success and challenges.

Personal Organization and Effectiveness 

• Reflect on successes and areas of growth around all areas of teaching; seek to improve performance; receive feedback eagerly.

• Enthusiastically participate in structured and informal learning and development opportunities.

Contribution to School Community

• Collaborate with colleagues to ensure a rigorous, joyful, and safe environment across the entire school.

• Assume responsibility for every single young scholar’s success by holding all students accountable for appropriate behavior during transitions, meals, trips, etc.

• Create unit plans, lesson plans, or other instructional materials as needed to ensure student success.

• Perform other related duties as assigned by the Principal.

PHYSICAL DEMANDS:

The physical demands described 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 sit, occasionally walk and stand, and travel to other sites. Specific vision abilities required by this job include close vision, distance vision, depth perception and the ability to adjust focus. The employee is required to be able to hear conversations in quiet environments.

The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the district.

WORK ENVIRONMENT:

The work environment characteristics described are representative of those an employee encounters while performing the essential functions of the 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 regularly works inside and occasionally, outside. The employee must be able to meet deadlines with time constraints. 

Note

Job descriptions are designed and intended only to summarize the essential duties or primary responsibilities, qualifications, and requirements for the purpose of clarifying the general scope of a position’s role as part of the overall organization. Job descriptions do not list all tasks an employee might be expected to perform, and they do not limit the right of the employer/supervisor to assign additional tasks or otherwise modify duties to be performed - even if seemingly unrelated to the basic job. Every employee has a duty to perform all assigned tasks. (An employee who is assigned a task or a duty believed to be unlawful should report the assignment to the Superintendent). It must also be noted that the order of performance responsibilities as listed in the job description is not designed or intended to rank the duties in any order of importance to each other.

-EMPLOYEES ARE HELD ACCOUNTABLE FOR ALL FUNCTIONS OF THIS POSITION-