License and Certification Qualifications: Meets Georgia PSC birth to five or P-5 teacher certification requirements.
Education Qualifications: Bachelor's degree in related field required.
Experience Qualifications: Previous teaching experience preferred
Skills Qualifications: In-depth knowledge of early learning content, 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 curriculum and provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of students.
1. Demonstrate command of content being taught. 2. Develop and prioritize short and long-term instructional objectives based on early learning standards.
a. Identify specific prerequisite skills and/or knowledge necessary for students to learn the early learning standards.
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 early learning standards for all students.
e. Use appropriate formative assessment strategies to evaluate student learning.
3. Evaluate, select, and modify early learning resources and activities.
a. Review resources including district core early learning materials.
b. Select core early learning materials and other resources that match the early learning standards.
c. Select early learning resources that match the learner(s) needs.
d. Select early learning 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 early learning instructional strategies and methods of providing information for students to acquire the learning.
a. Assess students’ learning of the early learning standards and provide specific feedback to students and parents.
b. Provide cooperative and collaborative learning opportunities to enhance student achievement.
c. Provide opportunities for guided practice and independent practice of Early Learning standards and skills.
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 early reading and writing skills across content areas.
h. Access and/or build students’ background knowledge and experience.
i. Utilize and teach questioning and cueing/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 early learning 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. Utilize summative assessment that measures student achievement of early learning objectives.
a. Assess students' learning of the early learning standards.
b. Administer assessments that are appropriate for the learner(s).
c. Maintain assessment records for each student.
d. Communicate assessment results to student and parent.
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 routine activities, including morning arrival, afternoon dismissal, taking care of personal belongings.
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 and confidentiality.
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.