Frontline Applicant Tracking - Gwinnett County Public Schools

Openings as of 4/1/2025

Counselor - Counseling

JobID: 97480

Position Type:
  Counselors/Counselor


Date Posted:
  3/27/2025


Location:
  McConnell Middle


Date Available:
  7/24/25


Job Code:  Counselor - 060014		Standard Hours:  40		Department:  Counseling - 102120		Empl Class:  NA
Minimum Salary:  $59,146.00/Annually		Maximum Salary:  $112,000.00/Annually		Scheduled Days:  190		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Georgia certification at the S-5 Level or Non-Renewable School Counseling certificate required.

Education Qualifications: Master's degree in related field required.

Experience Qualifications: Previous counseling experience preferred.

Skills Qualifications: Knowledge of basic counseling skills, management, and leadership; ability to work with individuals, small groups, classroom groups, and collaboratively with stakeholders; ability to communicate effectively; demonstrated skills in oral and written communication; demonstrated skills in organization and problem solving; ability to analyze existing processes and identify areas for improvement; and ability to act as a representative of Gwinnett County Public Schools.

Primary Responsibilities: Provide support and leadership in the implementation of a comprehensive, data-driven school counseling program aligned with the district and school?s mission to promote academic, social-emotional, and college/career development, while ensuring equity and access for all students. May be assigned to a cluster, district-wide or school specific location.

1.   Provide relevant student learning experiences supporting academic achievement, college and career readiness and social emotional growth.  
a.     Demonstrate an understanding of the comprehensive counseling program components in accordance with the district’s comprehensive counseling program framework.
b.     Utilize district's standards and competencies in comprehensive school counseling program planning that support student mindsets and behaviors.
c.     Creates annual, data driven goals that advance student outcomes in areas of academic achievement, career/college readiness, and social emotional development.  

2.     Provide tiered levels of school counseling instruction and intervention services addressing students’ needs in the areas of academic support, college/career readiness, and social-emotional development.

3.     Demonstrates the ability to design, implement, analyze, and document outcomes of a comprehensive school counseling program aligned to district, state, and national standards.
a.     Delivers responsive services such as crisis response as needed.  
b.     Coordinate with school staff to provide supportive instructional classroom activities that relate to student academic achievement, college and career goals and social emotional needs.
c.     Conduct individual and group counseling with students to support their academic, college and career readiness, and social emotional needs.  
d.     Design and implement a data driven school counseling program for all students to address student learning barriers and close the achievement/opportunity gap.

4.     Demonstrate a commitment to school counseling professional ethics and professional growth opportunities.
a.     Maintains appropriate confidentiality of student information and records.
b.     Adhere to legal and ethical guidelines and professional standards of the school counseling profession.
c.     Attend and participate in faculty and district level meetings and other staff development, in addition to professional growth activities as needed and/or supported by the principal.
d.     Apply newly acquired knowledge and skills in the planning and implementation of a comprehensive school counseling program.

5.     Communicate effectively with students, parents/guardians, district, school personnel, and other stakeholders.
a.     Model correct use of oral and written language.
b.     Interact in a professional manner with students, parents, and staff.
c.     Demonstrate punctuality, maintain regular attendance, and make necessary arrangements for absences.
d.     Create a climate of accessibility for parents and students by demonstrating a collaborative and approachable style.  

6.     Promote a safe, positive learning environment, which is inclusive of all students.
a.     Demonstrate belief in the capacity of all students to be successful.
b.     Facilitates access to appropriate educational learning experiences for all students to reach their educational goals.
c.     Foster school and family collaboration to support positive student outcomes.

7.     Perform other duties as assigned.    

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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Openings as of 4/1/2025

Substitute - Stellar - Grades 6-8

JobID: 97016

Position Type:
  Oth Classified Support Person/Substitute - Stellar


Date Posted:
  3/4/2025


Location:
  McConnell Middle


Date Available:
  8/4/25


Job Code:  Substitute - Stellar - 050060		Standard Hours:  40		Department:  Grades 6-8 - 101120		Empl Class:  NA
Minimum Salary:  $31,185.00/Annually		Maximum Salary:  $31,185.00/Annually		Scheduled Days:  180		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Satisfactory completion of GCPS Substitute Teacher Training Program within 30 days of hire or possession of a valid or expired professional teaching certificate (or letter of eligibility of same), or completion of student teaching with Gwinnett County Public Schools required.

Education Qualifications: A minimum of an associate degree or 60 semester/90 quarter hours from a Professional Standards Commission (PSC) approved institution required. Copies of transcripts from each college or university attended required.

Experience Qualifications: Previous successful teaching experience or substitute teaching experience preferred.

Skills Qualifications: Knowledge of curriculum, instruction, and assessment; knowledge of child development; ability to work effectively with administrators, central office staff, school based staff, students, parents, and the community; excellent oral and written communication and human relations skills; strong computer skills; knowledge of office and media equipment; and ability to give and follow oral and written instructions in the English language.

Primary Responsibilities: Responsible for providing classroom instruction and maintaining classroom management in the absence of the teacher of record.

1.         Provide classroom instruction for the teacher of record.
a.        Conduct supervised small groups of individualized classroom activities based on lesson plans developed by the teacher of record.

2.         Maintain classroom management for the teacher of record.
a.        Conduct behavior management strategies developed by the teacher of record.  
b.        Organize learning environment to maximize student time on task.  
c.        Maintain behavior which is conducive to learning.
d.        Encourage students to develop positive self-concepts.
e.        Follow student behavior intervention plans.  
f.         Collect data on individual student behavior intervention plans.

3.         Participate in professional responsibilities as requested by the teacher of record.
a.        Demonstrate prompt and regular attendance.  
b.        Cooperate with the staff and support the development of activities and goals of the school.

4.         Ensure proper communication protocol is followed as designated by the teacher of record.
a.        Communicate effectively with parents, colleagues, and other school and county level personnel.
b.        Follow teacher's guidelines with regards to communication.

5.         Follow professional practices consistent with school and system policies in working with students, student records, parents, and colleagues.
a.         Interact in a professional manner with students and parents.
b.         Maintain student confidentiality.
c.         Work cooperatively with all school personnel and parents.
d.         Demonstrate a basic understanding of special education programs, legal requirements, and special education terminology.

6.         Comply with district Board of Education policies and the administrative regulations for the state of Georgia.
a.         Conduct assigned classes at the scheduled time(s).
b.         Enforce regulations concerning student conduct and discipline.
c.         Demonstrate punctuality and flexibility.
d.         Follow behavior intervention plans as requested.
e.         Dress in a manner that is consistent with school policies.
f.           Maintain accurate, complete, and appropriate records and files.
g.         Acknowledge and follow Individual Education Plans (IEP) requirements.

7.          Demonstrate professional practices in teaching.
a.         Model correct use of oral and written language.
b.         Follow teacher lesson plans as required by school policy.
c.         Assign appropriate tasks and homework to students as determined by teacher guidelines and lesson plans.

8.         Act in a professional manner.
a.        Take precautions to protect records, equipment, materials, and facilities.
b.         Assume responsibility for supervising students in out-of-class settings.
c.        Participate in meetings, planning sessions, and other professional development opportunities as appropriate.
d.        Support special education students and staff via classroom instruction, monitoring of student work, student supervision, and preparation of materials.

9.        Assist with the physical needs of special education students when appropriate.
a.        Assist with toileting, feeding, positioning, lifting, dressing, and other self-help skill areas when appropriate.
b.        Ensure safe travel of students within the school environment and on study trips.
c.        Provide support related to ostomy care, catheterization, and/or other medically related procedures.

10.      Perform other duties as assigned.    

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. The employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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Openings as of 4/1/2025

Para AUT-Moderate-Level II - Special Education

JobID: 97336

Position Type:
  Paraprofessionals/Para AUT-Moderate-Level II


Date Posted:
  3/19/2025


Location:
  McConnell Middle


Date Available:
  7/24/25


Job Code:  Para AUT-Moderate-Level II - 050075		Standard Hours:  40		Department:  Special Education - 101200		Empl Class:  NA
Minimum Salary:  $26,271.00/Annually		Maximum Salary:  $41,936.00/Annually		Scheduled Days:  190		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Paraprofessional Educator certificate issued by the Georgia Professional Standards Commission (PSC) required.

Education Qualifications: High school diploma or equivalent and passed the Praxis Parapro Assessment (prior to March 1, 2007) or the GACE Parapro Assessment required. In lieu of assessments, 60 semester or 90 quarter hours from a PSC approved college or university are required.

Experience Qualifications: Experience in a licensed child care environment preferred.

Skills Qualifications: Knowledge of child development; knowledge of Microsoft Office Suite; effective interpersonal skills; knowledge of office and media equipment; and ability to act as a representative of Gwinnett County Public Schools.

Primary Responsibilities: Provide support to the instructional program within an assigned classroom with specific responsibility for assisting in the supervision, care, and instruction of special needs students in the regular education classroom, special education classroom, community, and assisting in implementing plans for instruction, monitoring student behavior during non-classroom time, providing information to appropriate school personnel, and attending Individual Education Program (IEP) meetings.

1.        Adapt classroom activities, assignments, and/or materials under the direction of the supervising teacher (i.e. reinforcement of IEP goals and objectives, etc.) for the purpose of supporting and reinforcing IEP objectives as well as providing an opportunity for all special education students to participate in classroom activities.

2.        Administer immediate first aid and medical assistance as instructed by a health care professional (i.e. diapering, tube feeding, colostomy bags, medication, etc.) for the purpose of meeting immediate health care needs.

3.        Administer tests, homework, and make-up work for the purpose of supporting teachers in the classroom.

4.        Assist medically fragile or physically disabled students for the purpose of maintaining students’ personal hygiene.

5.        Assist students with disabilities with grooming, community accessibility, and other appropriate areas as assigned by teacher (i.e. feed, brush teeth, toileting, diapering, transferring to bus from wheelchairs, etc.) for the purpose of assisting students with their daily needs.

7.        Confer with teachers (special education and/or regular education teacher) on a regular basis for the purpose of assisting in evaluating special education student progress and/or implementing IEP objectives.

8.        Implement and collect data under the supervision of assigned teacher and behavioral plans designed by IEP teams for the purpose of presenting and/or reinforcing learning.

9.        Monitor special education students (i.e. classroom, field trips, community skills, lunchroom, playground, during life enrichment activities, etc.) for the purpose of providing a safe and positive learning environment.

10.        Perform record keeping and support functions (i.e. data collection, student files, checking papers, attendance, daily logs, etc.) for the purpose of supporting the teacher in providing necessary records/materials.

11.        Provide under the supervision of assigned teacher, instruction to students in a variety of individual and group activities (i.e. math groups, science experiments, reading, behavioral skills, daily living skills, writing, verbal skills, etc.) for the purpose of reinforcing instructional objectives, implementing IEP plans.

12.        Respond to emergency situations (i.e. injured students, fights, behavior problems, abusive students, etc.) for the purpose of resolving immediate safety concerns and including physical de-escalation procedures with necessary training.

13.        Provide effective principles and procedures of crisis intervention.

14.      Assist with monitoring duties which may include hallways, lunchroom, restrooms, and/or bus duty as assigned.
a.        Ensure appropriate student conduct during these periods.
b.        Escort students to designated activity areas.

15.        Perform other duties as assigned.      

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, have significant finger dexterity and/or reach. The employee is required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 50 pounds. The employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling. The job is performed under conditions with exposure to risk of injury and/or illness. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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Openings as of 4/1/2025

Teacher AUT-Severe Level I - Special Education

JobID: 97551

Position Type:
  Teachers/Tchr AUT-Severe Level I


Date Posted:
  3/31/2025


Location:
  McConnell Middle


Date Available:
  7/24/25


Job Code:  Tchr AUT-Severe Level I - 060157		Standard Hours:  40		Department:  Special Education - 101200		Empl Class:  NA
Minimum Salary:  $59,146.00/Annually		Maximum Salary:  $112,000.00/Annually		Scheduled Days:  190		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Meet Georgia certification requirements in appropriate field of education.

Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.

Experience Qualifications: Previous teaching experience preferred.

Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; understanding of the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication and human relations skills; exemplary teaching and diagnostic assessment skills; mastery of subject area; and knowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process.

Primary Responsibilities: Responsible for planning and providing for appropriate learning experiences for students based on the district's AKS curriculum as well as providing an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals.

1.         Demonstrate command of school subject being taught.
a.         Provide direct instruction and/or specially designed instruction to students in special programs consistent with the district’s curriculum and Individual Education Programs (IEP).
b.         Consult with classroom teachers and/or local school administrator to develop and maintain academic as well as behavioral management programs.
c.         Participate as an active member of the regular faculty of the school, assuming school duties shared by classroom teachers.
d.        Conduct in-service programs to the faculty regarding special education, specific program areas, management techniques, Individuals with Disabilities Education Act (IDEA), etc.
e.        Communicate and work collaboratively with regular educators to support students with disabilities in regular classrooms.

2.        Develop and prioritize long and short-term instructional objectives based on the district's AKS curriculum.
a.        Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS.
b.        Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.
c.        Analyze student work and assessments to determine instructional needs.
d.        Prepare written lesson plans to support instructional objectives of the AKS for all students.
e.        Plan appropriate assessment of student learning.

3.        Evaluate, select, and modify resources and activities.
a.        Review resources including district core materials.
b.        Select core materials and other resources that match the AKS.
c.        Select resources that match the learner(s) needs.
d.        Select resources that reflect scientifically based research on effective instruction.

4.        Oversee assessment activities.
a.        Administer screening and diagnostic assessment instruments in a timely manner to children referred to special education and interpret evaluation results to parents and regular classroom teachers.

5.        Provide initial focus for the lesson.
a.        Communicate specific learning objectives to students in a clear manner.
b.        Link lesson content to students’ prior knowledge, background experience, and/or real-world application of content.
c.        Capture student attention through active involvement.

6.        Organize content for presentation of the lesson.
a.        Present information in a logical sequence.
b.        Organize the presentation of content into blocks or steps based on the students’ needs and the complexity of the material.
c.        Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.

7.        Utilize scientifically researched effective instructional strategies and ways of providing information for students to acquire the learning.
a.        Assess students’ learning of the AKS and provide specific feedback to students and parents on a frequent basis.
b.        Provide collaborative learning opportunities.
c.        Model strategies and skills and provide multiple opportunities for distributed guided practice followed by independent practice.
d.       Explicitly teach essential content-related vocabulary.
e.       Utilize a variety of nonverbal/visual representations of content and skills.
f.        Explicitly teach students to summarize their learning.
g.      Explicitly teach skills for improving reading and writing proficiency/literacy across content areas.
h.        Access and/or build students’ background knowledge and experience.
i.        Use and teach questioning and cuing/prompting techniques.
j.        Utilize technology effectively to plan, teach, and assess.
k.       Use inquiry-based problem-solving learning strategies with students in all content areas.
l.        Teach and require students to set personal goals for improving their academic achievement.
m.      Teach students to compare and contrast knowledge, concepts, or content.

8.        Provide formative assessment that measures student progress toward AKS objective(s).
a.        Monitor students’ progress in learning through a variety of techniques on a frequent basis.
b.        Adjust instructional plans based on formative assessment results.
c.        Provide criteria that allow students to measure their own progress toward an objective(s).

9.        Provide summative assessment, which measures student achievement of objectives(s).
a.        Assess students' learning of the AKS.
b.        Provide assessments that are appropriate for the learner(s).
c.        Maintain assessment records for each student.
d.        Communicate assessment results to students.
e.       Utilize assessment results to plan for subsequent instruction.

10.       Organize the learning environment to maximize student time on task.
a.        Organize and arrange the classroom to facilitate learning.
b.        Ensure smooth transitions from one activity to another.
c.        Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.

11.       Maintain behavior, which is conducive to learning.
a.        Define and communicate behavior expectations to students in a clear manner.
b.        Monitor behavior and provide appropriate feedback to students.
c.        Deal effectively with inappropriate behavior.
d.        Focus on student behavior rather than personality.
e.        Treat sensitive situations with discretion.
f.         Encourage participation from all students.
g.        Establish mutual respect between the teacher and students.
h.        Convey warmth, friendliness, and enthusiasm.

12.       Assist with the physical needs of special education students when appropriate.
a.        Assist with toileting, feeding, positioning, lifting, dressing, and other self-help skill areas as needed.
b.        Ensure safe travel of students within the school environment and on study trips as needed.
c.        Provide to support ostomy care, catheterization, and/or other medically related procedures as needed.

13.      Oversee the due process.
a.        Demonstrate a general understanding of IDEIA and state guidelines for special education and implement specific eligibility/program guidelines in accordance with the program(s) in which they are assigned.
b.        Coordinate and/or serve on eligibility and placement teams.
c.        Maintain complete records on children served according to due process and county guidelines as well as the completion of required local, state, and federal reporting forms.
d.        Inform designated school administrative personnel of program progress, issues, and/or concerns.
e.        Comply with federal, state, and district due process policies and procedures.

14.      Participate professional growth activities.
a.        Participate in professional growth and professional learning activities.
b.        Apply new knowledge and skills acquired in planning and delivery of student instruction.
c.        Demonstrate evidence of progress toward individual goals plan.

15.       Execute professional responsibilities.
a.         Use standard written expression.
b.         Use acceptable oral expression.
c.         Demonstrate punctuality to class, to assigned duties, and to other school activities.
d.        Submit records, reports, and forms accurately and in a timely manner.
e.        Provide clear plans for substitute teachers.
f.          Maintain regular attendance.
g.        Demonstrate a willingness to share ideas, methods, and materials.
h.        Cooperate with staff and support the development of activities/goals of the local school.
i.          Encourage positive home/school communications.

16.        Perform other duties as assigned.    

Physical Demands:
While performing the duties of this job, the employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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Openings as of 4/1/2025

Teacher Language Arts - Grade 7

JobID: 97512

Position Type:
  Teachers/Tchr Language Arts


Date Posted:
  3/28/2025


Location:
  McConnell Middle


Date Available:
  7/24/25


Job Code:  Tchr Language Arts - 060038		Standard Hours:  40		Department:  Grade 7 - 101127		Empl Class:  NA
Minimum Salary:  $59,146.00/Annually		Maximum Salary:  $112,000.00/Annually		Scheduled Days:  190		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Meets Georgia certification requirements in appropriate field of education.

Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.

Experience Qualifications: Previous teaching experience preferred.

Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; ability to understand the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication skills; and effective human relations skills.

Primary Responsibilities: Plan for appropriate learning experiences for students based on the district Academic Knowledge and Skills (AKS) curriculum and provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of students.

1.        Demonstrate command of school subject being taught.

2.        Develop and prioritize short and long-term instructional objectives based on district AKS curriculum.
a.        Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS.
b.        Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.
c.        Analyze student work and assessments to determine instructional needs.
d.        Prepare written lesson plans to support instructional objectives of the AKS for all students.
e.        Plan appropriate assessment of student learning.

3.        Evaluate, select, and modify resources and activities.
a.        Review resources including district core materials.
b.        Select core materials and other resources that match the AKS.
c.        Select resources that match the learner(s) needs.
d.        Select resources that reflect scientifically-based research on effective instruction.

4.        Provide initial focus for the lesson.
a.        Communicate specific learning objectives to students.
b.        Link lesson content to students’ prior knowledge, background experience, and/or real-world application of content.
c.        Capture student attention through active involvement.

5.        Organize content for presentation of the lesson.
a.        Present information in a logical sequence.
b.         Organize the presentation of content into blocks or steps based on the students’ needs and the complexity of the material.
c.         Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.

6.        Utilize scientifically researched effective instructional strategies and methods of providing information for students to acquire the learning.
a.        Assess students’ learning of the AKS and provide specific feedback to students and parents.
b.        Provide collaborative learning opportunities to enhance student achievement.
c.        Provide multiple opportunities for distributed guided practice followed by independent practice.
d.        Teach essential content-related vocabulary.
e.        Utilize a variety of nonverbal/visual representations of content and skills.
f.         Teach students to summarize their learning.
g.        Teach skills for improving reading and writing proficiency/literacy across content areas.
h.        Access and/or build students’ background knowledge and experience.
i.         Utilize and teach questioning and cuing/prompting techniques.
j.         Utilize technology effectively to plan, teach, and assess.
k.        Utilize inquiry-based problem-solving learning strategies with students in all content areas.
l.        Teach and require students to set personal goals for improving their academic achievement.
m.      Teach students to compare and contrast knowledge, concepts, and content.
     
7.        Provide formative assessment that measures student progress toward AKS objectives.
a.        Monitor students’ progress in learning through a variety of techniques.
b.        Adjust instructional plans based on formative assessment results.
c.        Provide criteria that allow students to measure their own progress toward an objective.

8.        Provide summative assessment that measures student achievement of objectives.
a.        Assess students' learning of the AKS.
b.        Provide assessments that are appropriate for the learner(s).
c.        Maintain assessment records for each student.
d.        Communicate assessment results to student.
e.        Utilize assessment results to plan for subsequent instruction.

9.        Organize learning environment to maximize student time on task.
a.        Organize and arrange classroom to facilitate learning.
b.        Ensure smooth transitions from one activity to another.
c.        Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.

10.      Maintain behavior that is conducive to learning.
a.        Define and communicate behavior expectations to students.
b.        Monitor behavior and provide appropriate feedback to students.
c.        Manage inappropriate behavior effectively.
d.        Focus on student behavior rather than personality.
e.        Treat sensitive situations with discretion.
f.          Encourage participation from all students.
g.        Establish mutual respect between teacher and students.
h.        Convey warmth, friendliness, and enthusiasm.

11.        Participate in professional growth and professional learning activities.
a.         Apply new knowledge and skills acquired in planning and delivery of student instruction.
b.         Demonstrate evidence of progress toward individual goals plan.

12.       Maintain professional responsibilities and act as a role model.
a.         Utilize standard written expression and acceptable oral expression.
b.         Demonstrate punctuality to class, to assigned duties, and to other school activities.
c.         Submit records, reports, and forms accurately and promptly.
d.         Provide clear plans for substitute teachers.
e.        Maintain regular attendance.
f.          Demonstrate a willingness to share ideas, methods, and materials.
g.        Cooperate with staff and support the development of activities and goals of the school.
h.        Encourage positive school and home communications.
i.         Ensure effective communication with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning

13.        Perform other duties as assigned.

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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Openings as of 4/1/2025

Teacher Math - Grade 8

JobID: 97171

Position Type:
  Teachers/Tchr Math


Date Posted:
  3/11/2025


Location:
  McConnell Middle


Date Available:
  7/24/25


Job Code:  Tchr Math - 060044		Standard Hours:  40		Department:  Grade 8 - 101128		Empl Class:  NA
Minimum Salary:  $59,146.00/Annually		Maximum Salary:  $112,000.00/Annually		Scheduled Days:  190		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Meets Georgia certification requirements in appropriate field of education.

Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.

Experience Qualifications: Previous teaching experience preferred.

Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; ability to understand the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication skills; and effective human relations skills.

Primary Responsibilities: Plan for appropriate learning experiences for students based on the district Academic Knowledge and Skills (AKS) curriculum and provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of students.

1.        Demonstrate command of school subject being taught.

2.        Develop and prioritize short and long-term instructional objectives based on district AKS curriculum.
a.        Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS.
b.        Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.
c.        Analyze student work and assessments to determine instructional needs.
d.        Prepare written lesson plans to support instructional objectives of the AKS for all students.
e.        Plan appropriate assessment of student learning.

3.        Evaluate, select, and modify resources and activities.
a.        Review resources including district core materials.
b.        Select core materials and other resources that match the AKS.
c.        Select resources that match the learner(s) needs.
d.        Select resources that reflect scientifically-based research on effective instruction.

4.        Provide initial focus for the lesson.
a.        Communicate specific learning objectives to students.
b.        Link lesson content to students’ prior knowledge, background experience, and/or real-world application of content.
c.        Capture student attention through active involvement.

5.        Organize content for presentation of the lesson.
a.        Present information in a logical sequence.
b.         Organize the presentation of content into blocks or steps based on the students’ needs and the complexity of the material.
c.         Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.

6.        Utilize scientifically researched effective instructional strategies and methods of providing information for students to acquire the learning.
a.        Assess students’ learning of the AKS and provide specific feedback to students and parents.
b.        Provide collaborative learning opportunities to enhance student achievement.
c.        Provide multiple opportunities for distributed guided practice followed by independent practice.
d.        Teach essential content-related vocabulary.
e.        Utilize a variety of nonverbal/visual representations of content and skills.
f.         Teach students to summarize their learning.
g.        Teach skills for improving reading and writing proficiency/literacy across content areas.
h.        Access and/or build students’ background knowledge and experience.
i.         Utilize and teach questioning and cuing/prompting techniques.
j.         Utilize technology effectively to plan, teach, and assess.
k.        Utilize inquiry-based problem-solving learning strategies with students in all content areas.
l.        Teach and require students to set personal goals for improving their academic achievement.
m.      Teach students to compare and contrast knowledge, concepts, and content.
     
7.        Provide formative assessment that measures student progress toward AKS objectives.
a.        Monitor students’ progress in learning through a variety of techniques.
b.        Adjust instructional plans based on formative assessment results.
c.        Provide criteria that allow students to measure their own progress toward an objective.

8.        Provide summative assessment that measures student achievement of objectives.
a.        Assess students' learning of the AKS.
b.        Provide assessments that are appropriate for the learner(s).
c.        Maintain assessment records for each student.
d.        Communicate assessment results to student.
e.        Utilize assessment results to plan for subsequent instruction.

9.        Organize learning environment to maximize student time on task.
a.        Organize and arrange classroom to facilitate learning.
b.        Ensure smooth transitions from one activity to another.
c.        Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.

10.      Maintain behavior that is conducive to learning.
a.        Define and communicate behavior expectations to students.
b.        Monitor behavior and provide appropriate feedback to students.
c.        Manage inappropriate behavior effectively.
d.        Focus on student behavior rather than personality.
e.        Treat sensitive situations with discretion.
f.          Encourage participation from all students.
g.        Establish mutual respect between teacher and students.
h.        Convey warmth, friendliness, and enthusiasm.

11.        Participate in professional growth and professional learning activities.
a.         Apply new knowledge and skills acquired in planning and delivery of student instruction.
b.         Demonstrate evidence of progress toward individual goals plan.

12.       Maintain professional responsibilities and act as a role model.
a.         Utilize standard written expression and acceptable oral expression.
b.         Demonstrate punctuality to class, to assigned duties, and to other school activities.
c.         Submit records, reports, and forms accurately and promptly.
d.         Provide clear plans for substitute teachers.
e.        Maintain regular attendance.
f.          Demonstrate a willingness to share ideas, methods, and materials.
g.        Cooperate with staff and support the development of activities and goals of the school.
h.        Encourage positive school and home communications.
i.         Ensure effective communication with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning

13.        Perform other duties as assigned.

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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Openings as of 4/1/2025

Teacher Science - Grade 7

JobID: 97195

Position Type:
  Teachers/Tchr Science


Date Posted:
  3/12/2025


Location:
  McConnell Middle


Date Available:
  7/24/25


Job Code:  Tchr Science - 060057		Standard Hours:  40		Department:  Grade 7 - 101127		Empl Class:  NA
Minimum Salary:  $59,146.00/Annually		Maximum Salary:  $112,000.00/Annually		Scheduled Days:  190		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Meets Georgia certification requirements in appropriate field of education.

Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.

Experience Qualifications: Previous teaching experience preferred.

Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; ability to understand the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication skills; and effective human relations skills.

Primary Responsibilities: Plan for appropriate learning experiences for students based on the district Academic Knowledge and Skills (AKS) curriculum and provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of students.

1.        Demonstrate command of school subject being taught.

2.        Develop and prioritize short and long-term instructional objectives based on district AKS curriculum.
a.        Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS.
b.        Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.
c.        Analyze student work and assessments to determine instructional needs.
d.        Prepare written lesson plans to support instructional objectives of the AKS for all students.
e.        Plan appropriate assessment of student learning.

3.        Evaluate, select, and modify resources and activities.
a.        Review resources including district core materials.
b.        Select core materials and other resources that match the AKS.
c.        Select resources that match the learner(s) needs.
d.        Select resources that reflect scientifically-based research on effective instruction.

4.        Provide initial focus for the lesson.
a.        Communicate specific learning objectives to students.
b.        Link lesson content to students’ prior knowledge, background experience, and/or real-world application of content.
c.        Capture student attention through active involvement.

5.        Organize content for presentation of the lesson.
a.        Present information in a logical sequence.
b.         Organize the presentation of content into blocks or steps based on the students’ needs and the complexity of the material.
c.         Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.

6.        Utilize scientifically researched effective instructional strategies and methods of providing information for students to acquire the learning.
a.        Assess students’ learning of the AKS and provide specific feedback to students and parents.
b.        Provide collaborative learning opportunities to enhance student achievement.
c.        Provide multiple opportunities for distributed guided practice followed by independent practice.
d.        Teach essential content-related vocabulary.
e.        Utilize a variety of nonverbal/visual representations of content and skills.
f.         Teach students to summarize their learning.
g.        Teach skills for improving reading and writing proficiency/literacy across content areas.
h.        Access and/or build students’ background knowledge and experience.
i.         Utilize and teach questioning and cuing/prompting techniques.
j.         Utilize technology effectively to plan, teach, and assess.
k.        Utilize inquiry-based problem-solving learning strategies with students in all content areas.
l.        Teach and require students to set personal goals for improving their academic achievement.
m.      Teach students to compare and contrast knowledge, concepts, and content.
     
7.        Provide formative assessment that measures student progress toward AKS objectives.
a.        Monitor students’ progress in learning through a variety of techniques.
b.        Adjust instructional plans based on formative assessment results.
c.        Provide criteria that allow students to measure their own progress toward an objective.

8.        Provide summative assessment that measures student achievement of objectives.
a.        Assess students' learning of the AKS.
b.        Provide assessments that are appropriate for the learner(s).
c.        Maintain assessment records for each student.
d.        Communicate assessment results to student.
e.        Utilize assessment results to plan for subsequent instruction.

9.        Organize learning environment to maximize student time on task.
a.        Organize and arrange classroom to facilitate learning.
b.        Ensure smooth transitions from one activity to another.
c.        Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.

10.      Maintain behavior that is conducive to learning.
a.        Define and communicate behavior expectations to students.
b.        Monitor behavior and provide appropriate feedback to students.
c.        Manage inappropriate behavior effectively.
d.        Focus on student behavior rather than personality.
e.        Treat sensitive situations with discretion.
f.          Encourage participation from all students.
g.        Establish mutual respect between teacher and students.
h.        Convey warmth, friendliness, and enthusiasm.

11.        Participate in professional growth and professional learning activities.
a.         Apply new knowledge and skills acquired in planning and delivery of student instruction.
b.         Demonstrate evidence of progress toward individual goals plan.

12.       Maintain professional responsibilities and act as a role model.
a.         Utilize standard written expression and acceptable oral expression.
b.         Demonstrate punctuality to class, to assigned duties, and to other school activities.
c.         Submit records, reports, and forms accurately and promptly.
d.         Provide clear plans for substitute teachers.
e.        Maintain regular attendance.
f.          Demonstrate a willingness to share ideas, methods, and materials.
g.        Cooperate with staff and support the development of activities and goals of the school.
h.        Encourage positive school and home communications.
i.         Ensure effective communication with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning

13.        Perform other duties as assigned.

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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Openings as of 4/1/2025

Teacher Science - Grade 6

JobID: 97170

Position Type:
  Teachers/Tchr Science


Date Posted:
  3/11/2025


Location:
  McConnell Middle


Date Available:
  7/24/25


Job Code:  Tchr Science - 060057		Standard Hours:  40		Department:  Grade 6 - 101126		Empl Class:  NA
Minimum Salary:  $59,146.00/Annually		Maximum Salary:  $112,000.00/Annually		Scheduled Days:  190		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Meets Georgia certification requirements in appropriate field of education.

Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.

Experience Qualifications: Previous teaching experience preferred.

Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; ability to understand the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication skills; and effective human relations skills.

Primary Responsibilities: Plan for appropriate learning experiences for students based on the district Academic Knowledge and Skills (AKS) curriculum and provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of students.

1.        Demonstrate command of school subject being taught.

2.        Develop and prioritize short and long-term instructional objectives based on district AKS curriculum.
a.        Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS.
b.        Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.
c.        Analyze student work and assessments to determine instructional needs.
d.        Prepare written lesson plans to support instructional objectives of the AKS for all students.
e.        Plan appropriate assessment of student learning.

3.        Evaluate, select, and modify resources and activities.
a.        Review resources including district core materials.
b.        Select core materials and other resources that match the AKS.
c.        Select resources that match the learner(s) needs.
d.        Select resources that reflect scientifically-based research on effective instruction.

4.        Provide initial focus for the lesson.
a.        Communicate specific learning objectives to students.
b.        Link lesson content to students’ prior knowledge, background experience, and/or real-world application of content.
c.        Capture student attention through active involvement.

5.        Organize content for presentation of the lesson.
a.        Present information in a logical sequence.
b.         Organize the presentation of content into blocks or steps based on the students’ needs and the complexity of the material.
c.         Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.

6.        Utilize scientifically researched effective instructional strategies and methods of providing information for students to acquire the learning.
a.        Assess students’ learning of the AKS and provide specific feedback to students and parents.
b.        Provide collaborative learning opportunities to enhance student achievement.
c.        Provide multiple opportunities for distributed guided practice followed by independent practice.
d.        Teach essential content-related vocabulary.
e.        Utilize a variety of nonverbal/visual representations of content and skills.
f.         Teach students to summarize their learning.
g.        Teach skills for improving reading and writing proficiency/literacy across content areas.
h.        Access and/or build students’ background knowledge and experience.
i.         Utilize and teach questioning and cuing/prompting techniques.
j.         Utilize technology effectively to plan, teach, and assess.
k.        Utilize inquiry-based problem-solving learning strategies with students in all content areas.
l.        Teach and require students to set personal goals for improving their academic achievement.
m.      Teach students to compare and contrast knowledge, concepts, and content.
     
7.        Provide formative assessment that measures student progress toward AKS objectives.
a.        Monitor students’ progress in learning through a variety of techniques.
b.        Adjust instructional plans based on formative assessment results.
c.        Provide criteria that allow students to measure their own progress toward an objective.

8.        Provide summative assessment that measures student achievement of objectives.
a.        Assess students' learning of the AKS.
b.        Provide assessments that are appropriate for the learner(s).
c.        Maintain assessment records for each student.
d.        Communicate assessment results to student.
e.        Utilize assessment results to plan for subsequent instruction.

9.        Organize learning environment to maximize student time on task.
a.        Organize and arrange classroom to facilitate learning.
b.        Ensure smooth transitions from one activity to another.
c.        Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.

10.      Maintain behavior that is conducive to learning.
a.        Define and communicate behavior expectations to students.
b.        Monitor behavior and provide appropriate feedback to students.
c.        Manage inappropriate behavior effectively.
d.        Focus on student behavior rather than personality.
e.        Treat sensitive situations with discretion.
f.          Encourage participation from all students.
g.        Establish mutual respect between teacher and students.
h.        Convey warmth, friendliness, and enthusiasm.

11.        Participate in professional growth and professional learning activities.
a.         Apply new knowledge and skills acquired in planning and delivery of student instruction.
b.         Demonstrate evidence of progress toward individual goals plan.

12.       Maintain professional responsibilities and act as a role model.
a.         Utilize standard written expression and acceptable oral expression.
b.         Demonstrate punctuality to class, to assigned duties, and to other school activities.
c.         Submit records, reports, and forms accurately and promptly.
d.         Provide clear plans for substitute teachers.
e.        Maintain regular attendance.
f.          Demonstrate a willingness to share ideas, methods, and materials.
g.        Cooperate with staff and support the development of activities and goals of the school.
h.        Encourage positive school and home communications.
i.         Ensure effective communication with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning

13.        Perform other duties as assigned.

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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Openings as of 4/1/2025

Teacher Sp Ed - Res Interrelated - Special Education

JobID: 97427

Position Type:
  Teachers/Tchr Sp Ed - Res Interrelated


Date Posted:
  3/25/2025


Location:
  McConnell Middle


Date Available:
  7/24/25


Job Code:  Tchr Sp Ed - Res Interrelated - 060070		Standard Hours:  40		Department:  Special Education - 101200		Empl Class:  NA
Minimum Salary:  $59,146.00/Annually		Maximum Salary:  $112,000.00/Annually		Scheduled Days:  190		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Meet Georgia certification requirements in appropriate field of education.

Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.

Experience Qualifications: Previous teaching experience preferred.

Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; understanding of the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication and human relations skills; exemplary teaching and diagnostic assessment skills; mastery of subject area; and knowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process.

Primary Responsibilities: Responsible for planning and providing for appropriate learning experiences for students based on the district's AKS curriculum as well as providing an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals.

1.         Demonstrate command of school subject being taught.
a.         Provide direct instruction and/or specially designed instruction to students in special programs consistent with the district’s curriculum and Individual Education Programs (IEP).
b.         Consult with classroom teachers and/or local school administrator to develop and maintain academic as well as behavioral management programs.
c.         Participate as an active member of the regular faculty of the school, assuming school duties shared by classroom teachers.
d.        Conduct in-service programs to the faculty regarding special education, specific program areas, management techniques, Individuals with Disabilities Education Act (IDEA), etc.
e.        Communicate and work collaboratively with regular educators to support students with disabilities in regular classrooms.

2.        Develop and prioritize long and short-term instructional objectives based on the district's AKS curriculum.
a.        Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS.
b.        Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.
c.        Analyze student work and assessments to determine instructional needs.
d.        Prepare written lesson plans to support instructional objectives of the AKS for all students.
e.        Plan appropriate assessment of student learning.

3.        Evaluate, select, and modify resources and activities.
a.        Review resources including district core materials.
b.        Select core materials and other resources that match the AKS.
c.        Select resources that match the learner(s) needs.
d.        Select resources that reflect scientifically based research on effective instruction.

4.        Oversee assessment activities.
a.        Administer screening and diagnostic assessment instruments in a timely manner to children referred to special education and interpret evaluation results to parents and regular classroom teachers.

5.        Provide initial focus for the lesson.
a.        Communicate specific learning objectives to students in a clear manner.
b.        Link lesson content to students’ prior knowledge, background experience, and/or real-world application of content.
c.        Capture student attention through active involvement.

6.        Organize content for presentation of the lesson.
a.        Present information in a logical sequence.
b.        Organize the presentation of content into blocks or steps based on the students’ needs and the complexity of the material.
c.        Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.

7.        Utilize scientifically researched effective instructional strategies and ways of providing information for students to acquire the learning.
a.        Assess students’ learning of the AKS and provide specific feedback to students and parents on a frequent basis.
b.        Provide collaborative learning opportunities.
c.        Model strategies and skills and provide multiple opportunities for distributed guided practice followed by independent practice.
d.       Explicitly teach essential content-related vocabulary.
e.       Utilize a variety of nonverbal/visual representations of content and skills.
f.        Explicitly teach students to summarize their learning.
g.      Explicitly teach skills for improving reading and writing proficiency/literacy across content areas.
h.        Access and/or build students’ background knowledge and experience.
i.        Use and teach questioning and cuing/prompting techniques.
j.        Utilize technology effectively to plan, teach, and assess.
k.       Use inquiry-based problem-solving learning strategies with students in all content areas.
l.        Teach and require students to set personal goals for improving their academic achievement.
m.      Teach students to compare and contrast knowledge, concepts, or content.

8.        Provide formative assessment that measures student progress toward AKS objective(s).
a.        Monitor students’ progress in learning through a variety of techniques on a frequent basis.
b.        Adjust instructional plans based on formative assessment results.
c.        Provide criteria that allow students to measure their own progress toward an objective(s).

9.        Provide summative assessment, which measures student achievement of objectives(s).
a.        Assess students' learning of the AKS.
b.        Provide assessments that are appropriate for the learner(s).
c.        Maintain assessment records for each student.
d.        Communicate assessment results to students.
e.       Utilize assessment results to plan for subsequent instruction.

10.       Organize the learning environment to maximize student time on task.
a.        Organize and arrange the classroom to facilitate learning.
b.        Ensure smooth transitions from one activity to another.
c.        Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.

11.       Maintain behavior, which is conducive to learning.
a.        Define and communicate behavior expectations to students in a clear manner.
b.        Monitor behavior and provide appropriate feedback to students.
c.        Deal effectively with inappropriate behavior.
d.        Focus on student behavior rather than personality.
e.        Treat sensitive situations with discretion.
f.         Encourage participation from all students.
g.        Establish mutual respect between the teacher and students.
h.        Convey warmth, friendliness, and enthusiasm.

12.       Assist with the physical needs of special education students when appropriate.
a.        Assist with toileting, feeding, positioning, lifting, dressing, and other self-help skill areas as needed.
b.        Ensure safe travel of students within the school environment and on study trips as needed.
c.        Provide to support ostomy care, catheterization, and/or other medically related procedures as needed.

13.      Oversee the due process.
a.        Demonstrate a general understanding of IDEIA and state guidelines for special education and implement specific eligibility/program guidelines in accordance with the program(s) in which they are assigned.
b.        Coordinate and/or serve on eligibility and placement teams.
c.        Maintain complete records on children served according to due process and county guidelines as well as the completion of required local, state, and federal reporting forms.
d.        Inform designated school administrative personnel of program progress, issues, and/or concerns.
e.        Comply with federal, state, and district due process policies and procedures.

14.      Participate professional growth activities.
a.        Participate in professional growth and professional learning activities.
b.        Apply new knowledge and skills acquired in planning and delivery of student instruction.
c.        Demonstrate evidence of progress toward individual goals plan.

15.       Execute professional responsibilities.
a.         Use standard written expression.
b.         Use acceptable oral expression.
c.         Demonstrate punctuality to class, to assigned duties, and to other school activities.
d.        Submit records, reports, and forms accurately and in a timely manner.
e.        Provide clear plans for substitute teachers.
f.          Maintain regular attendance.
g.        Demonstrate a willingness to share ideas, methods, and materials.
h.        Cooperate with staff and support the development of activities/goals of the local school.
i.          Encourage positive home/school communications.

16.        Perform other duties as assigned.    

Physical Demands:
While performing the duties of this job, the employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.




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