Frontline Applicant Tracking - Gwinnett County Public Schools

Openings as of 3/15/2025

Instructional Clerk - Grades K-5

JobID: 96613

Position Type:
  Oth Classified Support Person/Instructional Clerk


Date Posted:
  2/12/2025


Location:
  Alford Elementary


Date Available:
  07/24/2025


Job Code:  Instructional Clerk - 050008		Standard Hours:  40		Department:  Grades K-5 - 101199		Empl Class:  NA
Minimum Salary:  $23,769.00/Annually		Maximum Salary:  $37,307.00/Annually		Scheduled Days:  190		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: None required.

Education Qualifications: High school diploma or equivalent required.

Experience Qualifications: Experience working with the public preferred.

Skills Qualifications: General clerical skills, such as typing, filing, etc., computer literacy, and knowledge of basic office machines.

Primary Responsibilities: Assist with the preparation, organization, and maintenance of the instructional program and school processes and procedures.

1.        Assist the administrative staff with various clerical duties.

2.        Handle duplicating and laminating requests in a timely manner.

3.        Answer phones and contact parents for various concerns.

4.        File important information.

5.        Assist with the distribution of materials to staff, students, and parents.

6.        Assist classroom teachers with various projects.

7.        Distribute mail to staff members.

8.        Complete inventory of materials.

9.        Assist with the preparation of special school activities.

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. 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 3/15/2025

Parapro Sp Ed - Pre-K - Sp Ed Pre-Kindergarten

JobID: 96674

Position Type:
  Paraprofessionals/Parapro Sp Ed - Pre-K


Date Posted:
  2/12/2025


Location:
  Alford Elementary


Date Available:
  07/24/2025


Job Code:  Parapro Sp Ed - Pre-K - 050063		Standard Hours:  40		Department:  Sp Ed Pre-Kindergarten - 101207		Empl Class:  PRK
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 3/15/2025

SNP Assistant Manager - ES/MS - School Nutrition - Loc School

JobID: 97140

Position Type:
  School Nutrition Asst Manager/SNP Assistant Manager - ES/MS


Date Posted:
  3/12/2025


Location:
  Alford Elementary


Date Available:
  08/01/2025


Job Code:  SNP Assistant Manager - ES/MS - 050009		Standard Hours:  40		Department:  School Nutrition - Loc School - 312560		Empl Class:  NA
Minimum Salary:  $15.64/Hourly		Maximum Salary:  $21.40/Hourly		Scheduled Days:  181		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: ServSafe ? and Training-In-Depth (TID) courses TID 2 and TID 4 required.

Education Qualifications: High school diploma or equivalent and specialized education or training in school nutrition management or related food service training required.

Experience Qualifications: Experience in food service production with progressive levels of supervision required. One year experience in school nutrition and experience with current point-of-sale and back office software preferred. Experience in food ordering, inventory, office management, and nutritional analysis preferred.

Skills Qualifications: Ability to plan and organize a quality food service program; ability to complete required forms accurately and in a timely manner; ability to supervise and train employees; strong written and verbal communication skills; ability to work well with students, staff, and all levels of management; technologically skilled in nutritional analysis, food ordering and receiving, electronic communication, word processing, and office management software; and ability to take direction and support from management.

Primary Responsibilities: Responsible for organizing, training, and supervising food production, food service activities, and assisting the School Nutrition Program Manager with all record management and reporting functions.

1.        Supervise all food production activities to ensure a fiscally sound program.
a.        Ensure employees are using assigned hours to meet program needs and maintain fiscally sound practices.
b.        Follow national, state, and local program requirements to practice standards of the United States Department of Agriculture (USDA) Child Nutrition Program.
c.        Assist the School Nutrition Program Manager with timely and accurate completion of required reports.
d.        Provide leadership and support in the team projects.
e.        Perform job-related computer functions accurately.
f.         Train and develop new staff to become productive team members.
g.        Provide team leadership skills for cafeteria staff via effective team-building practices.


2.        Follow county menus as written.
a.        Assist the School Nutrition Program Manager to incorporate time saving production techniques, attractive serving, and merchandising.
b.        Supervise employees to ensure USDA and Gwinnett County Public Schools (GCPS) standardized recipes are followed, including stated serving presentation and packaging.
c.        Communicate with the School Nutrition Program Manager concerning the menu cycles, food ordering, and following recipes to comply with accurate nutrient analysis.
d.        Demonstrate leadership for nutrition education activities including taste tests, line nutrition information, attractive bulletin boards, and an inviting cafeteria.


3.        Utilize current software to order all foods and supplies according to established specifications and procedures when needed.
a.       Order food items to meet portion sizes, servings per unit or size, and expected production capacity per recipe.
b.       Ensure efficient use of ordering properly for effective financial management.
c.       Practice the first in/first out method of inventory management.
d.       Complete accurate inventory and submit electronically


4.        Supervise employees to ensure receiving, storing, handling, preparing, and serving of food are performed according to established standards.
a.       Check deliveries for invoice accuracy and report shortages.
b.       Monitor and report receipt of items of unacceptable quality or condition by following policies.  
c.       Supervise storage for all food and non-food supplies to ensure compliance with recommended storage requirements.
d.      Train employees in the proper use of all equipment.
e.       Ensure that all foods are handled, cooked, and served according to established sanitation, safety, and quality standards.
f.        Ensure that the serving lines and serving areas are clean and attractive throughout the entire serving period.
g.      Ensure that all students are offered all menu items listed on the printed menu.


5.         Assure that safe and sanitary practices in all phases of the SNP operation meet or exceed established health department and Hazard Analysis and Critical Control Points (HACCP) standards.
a.        Follow procedures for maintaining safe and sanitary conditions in the storage, preparation, documentation, and service of food.
b.        Pass all routine health and safety inspections and post certificates.
c.        Ensure compliance with established food safety practices regarding proper dress and hygiene, as outlined in the personnel handbook


6.        Support the goals and objectives of the local school.
a.       Cooperate with local school leadership regarding services provided for students.
b.       Assist staff and parents in the local school and provide community spirit.


7.        Support system-wide standards for staff training and development.
a.       Meet and/or exceed the district's requirement of 20 hours continuing education per year by attending in-service training as scheduled.
b.       Assist manager in training new employees to be productive team members.
c.       Support the School Nutrition Program Manager in leadership decisions and follow as directed.
d.      Attend scheduled SNP meetings as directed.
e.      Attend training courses to improve food production and service, technology, supervision, and leadership skills.

8.        Assist the School Nutrition Program Manager with interviewing and evaluating employees as directed
a.      Discuss and document all concerns regarding employees with supervisor.
b.      Assist with employee evaluations as needed.
c.       Maintain required employee records.


9.         Perform other duties as assigned.  

Physical Demands:
While performing the duties of this job, the employee is frequently required to stand for extended periods. The employee is also required to talk, hear, stand, walk, stoop, kneel, or crouch to perform this job. The employee will need to use hands to handle, feel, finger, and reach to move, push, pull, and position 30 pounds on a regular basis. Occasionally, the employee may need to lift or move up to 50 pounds. Specific vision abilities required by this job include close, distance, and color vision with the ability to focus and use depth perception. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.




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Openings as of 3/15/2025

Speech and Language Pathologist - Special Education

JobID: 96676

Position Type:
  Teachers/Speech and Language Pathologist


Date Posted:
  2/12/2025


Location:
  Alford Elementary


Date Available:
  07/24/2025


Job Code:  Speech and Language Pathologist - 060085		Standard Hours:  20		Department:  Special Education - 101200		Empl Class:  NA
Minimum Salary:  $32,138.00/Annually		Maximum Salary:  $56,000.00/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 3/15/2025

Speech and Language Pathologist - Special Education

JobID: 96677

Position Type:
  Teachers/Speech and Language Pathologist


Date Posted:
  2/25/2025


Location:
  Alford Elementary


Date Available:
  07/24/2025


Job Code:  Speech and Language Pathologist - 060085		Standard Hours:  40		Department:  Special Education - 101200		Empl Class:  NA
Minimum Salary:  $64,276.00/Annually		Maximum Salary:  $112,000.00/Annually		Scheduled Days:  190		Target Openings:  1
  Job Description:  Show/Hide
License and Certification Qualifications: Georgia Speech-Language Pathology license and/or teaching certificate and a valid Georgia driver's license required.

Education Qualifications: Master's degree in speech language pathology required.

Experience Qualifications: Professional work experience in speech/language preferred.

Skills Qualifications: Thorough knowledge of the Individual with Disabilities Education Act (IDEA) due process requirements; thorough knowledge and skills in conducting/interpreting comprehensive speech/language evaluations; thorough knowledge and skills in providing speech/language therapy services; ability to communicate effectively with colleagues and parents regarding speech-language disorders; ability to work collaboratively with other staff members to plan and deliver speech-language services to children; ability to create and deliver staff development; and ability to project and generate positive attitudes.

Primary Responsibilities: Screen, evaluate, and provide speech-language therapy for students with identified speech-language impairments.

1.        Identify students with educationally significant speech/language disorders.
a.        Participate in Response to Intervention (RTI) for students suspected of having a language disorder.
b.        Receive referrals from the Student Support Team (SST) following the RTI process (initiated by staff, parents, or student).
c.        Complete comprehensive evaluation of all referred students.

2.        Complete all needed due process paperwork associated with placement of students into speech-language therapy services and maintenance of students already identified.

3.        Provide appropriate and effective speech-language intervention to identified students in all areas of speech-language disorders such as articulation, language, fluency, and voice.

4.        Communicate effectively with other school level professionals to provide the most appropriate program for identified students.

5.        Communicate effectively with parents regarding student's disabilities and progress.

6.        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 50 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 3/15/2025

Teacher Elementary - Grade 5

JobID: 96567

Position Type:
  Teachers/Tchr Elementary


Date Posted:
  2/10/2025


Location:
  Alford Elementary


Date Available:
  07/24/2025


Job Code:  Tchr Elementary - 060024		Standard Hours:  40		Department:  Grade 5 - 101015		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 3/15/2025

Teacher Elementary - Grade 4

JobID: 96605

Position Type:
  Teachers/Tchr Elementary


Date Posted:
  2/12/2025


Location:
  Alford Elementary


Date Available:
  07/24/2025


Job Code:  Tchr Elementary - 060024		Standard Hours:  40		Department:  Grade 4 - 101014		Empl Class:  NA
Minimum Salary:  $59,146.00/Annually		Maximum Salary:  $112,000.00/Annually		Scheduled Days:  190		Target Openings:  2
  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 3/15/2025

Teacher Elementary - Grade 1

JobID: 96610

Position Type:
  Teachers/Tchr Elementary


Date Posted:
  2/12/2025


Location:
  Alford Elementary


Date Available:
  07/24/2025


Job Code:  Tchr Elementary - 060024		Standard Hours:  40		Department:  Grade 1 - 101011		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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