Openings as of 4/20/2025

Adult Education and Literacy Evening Instructor - Part Time

JobID: 1429

Position Type:
  Adult Education


Date Posted:
  4/14/2025


Location:
  Waynesville Career Center


Date Available:
  04/14/2025


  Additional Information:  Show/Hide
REPORTS TO:                                     Director of Career and Technical Education
 
CLASSIFICATION:                                Certified
 
FLSA STATUS:                                    Exempt
 
TERMS OF EMPLOYMENT:                 Salary and work year as reviewed and established annually by the Board of Education
 
EVALUATION:                                      Performance of this position will be evaluated regularly in accordance with the Board’s policy on the evaluation of certified
                                                           staff.
 
JOB SUMMARY
To help students learn subject matter and/or skills that will contribute to their development as mature, able, and responsible men and women.
The job description will be used as a guideline for the summative evaluation report.
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual holding this position and additional duties may be assigned.
 
 
ESSENTIAL DUTIES AND RESPONSIBILITIES 
NOTE:  Reasonable accommodations will be made, if necessary, to enable individuals with disabilities to perform the essential functions.


STANDARD 1:    CONTENT KNOWLEDGE ALIGNED WITH APPROPRIATE INSTRUCTION
 
Criteria A:     The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students.
 
1. Content knowledge and academic language
2. Student engagement in subject matter
3. Disciplinary research and inquiry methodologies
4. Interdisciplinary instruction
5. Diverse social and cultural perspectives
 
 
STANDARD 2:    STUDENT LEARNING, GROWTH AND DEVELOPMENT
 
Criteria B:     The teacher understands how students learn, develop and differ in their approaches to learning.  The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.
 
1. Cognitive, social, emotional and physical development
2. Student goals
3. Theory of learning
4. Differentiated lesson design
5. Prior experiences, multiple intelligences, strengths and needs
6. Language, culture, family and knowledge of community values
 
 
STANDARD 3:    CURRICULUM IMPLEMENTATION
 
Criteria C:     The teacher recognizes the importance of long-range planning and curriculum development.  The teacher develops, implements, and evaluates curriculum, based upon student, district, and state standards data.
 
1. Implementation of curriculum standards
2. Lessons for diverse learners
3. Instructional goals and differentiated instructional strategies
 
 
 
STANDARD 4:    CRITICAL THINKING
 
Criteria D:     The teacher uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem solving, and performance skills.
 
1. Instructional strategies leading to student engagement in problem-solving and critical thinking
2. Appropriate use of instructional resources to enhance student learning
3. Cooperative, small group and independent learning
 
 
STANDARD 5:    POSITIVE CLASSROOM ENVIRONMENT
 
Criteria E:     The teacher uses an understanding of individual/group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
 
1. Classroom management techniques
2. Management of time, space, transitions, and activities
3. Classroom, school and community culture
 
 
STANDARD 6:    EFFECTIVE COMMUNICATION
 
Criteria F:     The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and families (as consistent with district policies, practices, and resources) to foster active inquiry, collaboration, and supportive interaction in the classroom.
 
1. Verbal and nonverbal communication
2. Sensitivity to culture, gender, intellectual and physical differences
3. Learner expression in speaking, writing, and other media
4. Technology and media communication tools
 
 
STANDARD 7:    STUDENT ASSESSMENT AND DATA ANALYSIS
 
Criteria G:     The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction.  The teacher will monitor the performance of each student and devise instruction to enable each student to grow and develop, making adequate academic progress.
 
1. Effective use of assessments
2. Assessment data to improve learning
3. Student-led assessment strategies
4. Effect of instruction on individual/class learning
5. Communication of student progress and maintaining records
6. Collaborative data analysis
 
 
STANDARD 8:    PROFESSIONALISM
 
Criteria H:     The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others.  This teacher actively seeks out opportunities to grow professionally In order to improve learning for all students.
 
1. Self-assessment and improvement
2. Professional learning
3. Professional rights, responsibilities and ethical practices
 
 
STANDARD 9:    PROFESSIONAL COLLABORATION
 
Criteria I:       The teacher has effective working relationships with students, parents, school colleagues, and community members.
 
1. Induction and collegial activities
2. Collaborating to meet student needs
3. Cooperative partnerships in support of student learning
 
 
CAREER AND TECHNICAL EDUCATION
Additional Job Performance Responsibilities pertaining to Career Center Education
1. Teacher actively promotes and recruits students for their program
2. Teacher assists with College/Career placement of their students
3. When and where appropriate, CTE teacher will maintain and/or obtain an industry certification which may be necessary for program certification or articulation
4. Teacher establishes an advisory committee which promotes a liaison to the business/industrial community
5. Teacher maintains proficiency and remains knowledgeable of appropriate industry trends and technologies
  SUPERVISORY RESPONSIBILITIES Supervises students
 
QUALIFICATION REQUIREMENTS:  The individual must be able to perform each essential job duty and responsibility satisfactorily.  The following requirements are representative of the knowledge, skills, and/or abilities needed to perform the job at a fully acceptable level.  

EDUCATION, EXPERIENCE, AND/OR CERTIFICATION
1. As set by state certification standards
2. Any equivalent combination of experience and training that provides the required knowledge, skills, and abilities to perform the essential functions of the position.
3. Such alternatives to the above qualifications as the Board may deem appropriate or acceptable.
  COMMUNICATION SKILLS
1. Ability to write reports and correspondence consistent with the duties of this position.
2. Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.
3. Ability to read, analyze, and interpret information.
4. Ability to effectively present information and respond to questions, inquiries, and/or complaints.
5. Displays courtesy, tact, and respect when dealing with others.
  MATHEMATICAL SKILLS
1. Ability to perform basic math using whole numbers, common fractions, and decimals consistent with the duties of this position.
  REASONING ABILITY
1. Ability to interpret a variety of instructions and information furnished in written, oral, diagram, or schedule form.
2. Ability to identify and define problems, collect and analyze data, establish facts, and draw valid conclusions.
  OTHER SKILLS AND ABILITIES
1. Maintains appropriate confidentiality.
2. Promotes a harassment-free environment.
3. Establishes and maintains effective working relationships; demonstrates a commitment to teamwork.
4. Ability to learn and utilize office equipment, computers, and software especially as systems are upgraded.
5. Ability to learn and upgrade job skills in order to meet changing demands of the position.
6. Excellent computer and keyboarding skills.
7. Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism.
8. Extensive knowledge of and ability to perform duties in full compliance with all district, Board of Education, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.
9. Ability to work independently with minimum supervision.
10. Ability to use independent judgment and demonstrates initiative to act without being asked.
 
PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.   While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear.  The employee is frequently required to reach with hands and arms, and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 25 pounds.  Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus.   

WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.    
Work is performed in and around a student learning environment.  Employee experiences a multitude of demands and changing priorities, constant interruptions, and inflexible deadlines.  The noise level in this environment is quiet to loud.  Duties are performed primarily indoors and occasionally outdoors.   In-district and out-of-town travel required as necessary for training and/or to carry out duties and responsibilities.


 




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Openings as of 4/20/2025

Evening ESL Teacher - Part Time

JobID: 1430

Position Type:
  Adult Education


Date Posted:
  4/14/2025


Location:
  Waynesville Career Center


Date Available:
  04/14/2025


  Additional Information:  Show/Hide
REPORTS TO:                                     Director of Career and Technical Education
 
CLASSIFICATION:                                Certified
 
FLSA STATUS:                                    Exempt
 
TERMS OF EMPLOYMENT:                 Salary and work year as reviewed and established annually by the Board of Education
 
EVALUATION:                                      Performance of this position will be evaluated regularly in accordance with the Board’s policy on the evaluation of certified
                                                           staff.
 
JOB SUMMARY
To help students learn subject matter and/or skills that will contribute to their development as mature, able, and responsible men and women.
The job description will be used as a guideline for the summative evaluation report.
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual holding this position and additional duties may be assigned.
 
 
ESSENTIAL DUTIES AND RESPONSIBILITIES 
NOTE:  Reasonable accommodations will be made, if necessary, to enable individuals with disabilities to perform the essential functions.


STANDARD 1:    CONTENT KNOWLEDGE ALIGNED WITH APPROPRIATE INSTRUCTION
 
Criteria A:     The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students.
 
1. Content knowledge and academic language
2. Student engagement in subject matter
3. Disciplinary research and inquiry methodologies
4. Interdisciplinary instruction
5. Diverse social and cultural perspectives
 
 
STANDARD 2:    STUDENT LEARNING, GROWTH AND DEVELOPMENT
 
Criteria B:     The teacher understands how students learn, develop and differ in their approaches to learning.  The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.
 
1. Cognitive, social, emotional and physical development
2. Student goals
3. Theory of learning
4. Differentiated lesson design
5. Prior experiences, multiple intelligences, strengths and needs
6. Language, culture, family and knowledge of community values
 
 
STANDARD 3:    CURRICULUM IMPLEMENTATION
 
Criteria C:     The teacher recognizes the importance of long-range planning and curriculum development.  The teacher develops, implements, and evaluates curriculum, based upon student, district, and state standards data.
 
1. Implementation of curriculum standards
2. Lessons for diverse learners
3. Instructional goals and differentiated instructional strategies
 
 
 
STANDARD 4:    CRITICAL THINKING
 
Criteria D:     The teacher uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem solving, and performance skills.
 
1. Instructional strategies leading to student engagement in problem-solving and critical thinking
2. Appropriate use of instructional resources to enhance student learning
3. Cooperative, small group and independent learning
 
 
STANDARD 5:    POSITIVE CLASSROOM ENVIRONMENT
 
Criteria E:     The teacher uses an understanding of individual/group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
 
1. Classroom management techniques
2. Management of time, space, transitions, and activities
3. Classroom, school and community culture
 
 
STANDARD 6:    EFFECTIVE COMMUNICATION
 
Criteria F:     The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and families (as consistent with district policies, practices, and resources) to foster active inquiry, collaboration, and supportive interaction in the classroom.
 
1. Verbal and nonverbal communication
2. Sensitivity to culture, gender, intellectual and physical differences
3. Learner expression in speaking, writing, and other media
4. Technology and media communication tools
 
 
STANDARD 7:    STUDENT ASSESSMENT AND DATA ANALYSIS
 
Criteria G:     The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction.  The teacher will monitor the performance of each student and devise instruction to enable each student to grow and develop, making adequate academic progress.
 
1. Effective use of assessments
2. Assessment data to improve learning
3. Student-led assessment strategies
4. Effect of instruction on individual/class learning
5. Communication of student progress and maintaining records
6. Collaborative data analysis
 
 
STANDARD 8:    PROFESSIONALISM
 
Criteria H:     The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others.  This teacher actively seeks out opportunities to grow professionally In order to improve learning for all students.
 
1. Self-assessment and improvement
2. Professional learning
3. Professional rights, responsibilities and ethical practices
 
 
STANDARD 9:    PROFESSIONAL COLLABORATION
 
Criteria I:       The teacher has effective working relationships with students, parents, school colleagues, and community members.
 
1. Induction and collegial activities
2. Collaborating to meet student needs
3. Cooperative partnerships in support of student learning
 
 
CAREER AND TECHNICAL EDUCATION
Additional Job Performance Responsibilities pertaining to Career Center Education
1. Teacher actively promotes and recruits students for their program
2. Teacher assists with College/Career placement of their students
3. When and where appropriate, CTE teacher will maintain and/or obtain an industry certification which may be necessary for program certification or articulation
4. Teacher establishes an advisory committee which promotes a liaison to the business/industrial community
5. Teacher maintains proficiency and remains knowledgeable of appropriate industry trends and technologies
  SUPERVISORY RESPONSIBILITIES Supervises students
 
QUALIFICATION REQUIREMENTS:  The individual must be able to perform each essential job duty and responsibility satisfactorily.  The following requirements are representative of the knowledge, skills, and/or abilities needed to perform the job at a fully acceptable level.  

EDUCATION, EXPERIENCE, AND/OR CERTIFICATION
1. As set by state certification standards
2. Any equivalent combination of experience and training that provides the required knowledge, skills, and abilities to perform the essential functions of the position.
3. Such alternatives to the above qualifications as the Board may deem appropriate or acceptable.
  COMMUNICATION SKILLS
1. Ability to write reports and correspondence consistent with the duties of this position.
2. Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.
3. Ability to read, analyze, and interpret information.
4. Ability to effectively present information and respond to questions, inquiries, and/or complaints.
5. Displays courtesy, tact, and respect when dealing with others.
  MATHEMATICAL SKILLS
1. Ability to perform basic math using whole numbers, common fractions, and decimals consistent with the duties of this position.
  REASONING ABILITY
1. Ability to interpret a variety of instructions and information furnished in written, oral, diagram, or schedule form.
2. Ability to identify and define problems, collect and analyze data, establish facts, and draw valid conclusions.
  OTHER SKILLS AND ABILITIES
1. Maintains appropriate confidentiality.
2. Promotes a harassment-free environment.
3. Establishes and maintains effective working relationships; demonstrates a commitment to teamwork.
4. Ability to learn and utilize office equipment, computers, and software especially as systems are upgraded.
5. Ability to learn and upgrade job skills in order to meet changing demands of the position.
6. Excellent computer and keyboarding skills.
7. Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism.
8. Extensive knowledge of and ability to perform duties in full compliance with all district, Board of Education, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.
9. Ability to work independently with minimum supervision.
10. Ability to use independent judgment and demonstrates initiative to act without being asked.
 
PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.   While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear.  The employee is frequently required to reach with hands and arms, and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 25 pounds.  Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus.   

WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.    
Work is performed in and around a student learning environment.  Employee experiences a multitude of demands and changing priorities, constant interruptions, and inflexible deadlines.  The noise level in this environment is quiet to loud.  Duties are performed primarily indoors and occasionally outdoors.   In-district and out-of-town travel required as necessary for training and/or to carry out duties and responsibilities.


 




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Openings as of 4/20/2025

Assistant Boys Soccer Coach for the 2025-26 School Year

JobID: 1425

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  4/2/2025


Location:
  Waynesville High School


  
Attachment(s):
• 3.02.2  HS ASST COACH revised 10-18.pdf



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Openings as of 4/20/2025

Assistant Softball Coach for the 2025-26 School Year

JobID: 1426

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  4/4/2025


Location:
  Waynesville Middle School


  
Attachment(s):
• 3.02.4  MS Asst Coach revised 10-18.pdf



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Openings as of 4/20/2025

Assistant Football Coach for the 2025-26 School Year

JobID: 1368

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  10/24/2024


Location:
  Waynesville High School


  
Attachment(s):
• 3.02.2  HS ASST COACH revised 10-18.pdf



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Openings as of 4/20/2025

Assistant Softball Coach for the 2025-26 School Year

JobID: 1371

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  10/28/2024


Location:
  Waynesville High School


  
Attachment(s):
• 3.02.2  HS ASST COACH revised 10-18.pdf



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Openings as of 4/20/2025

8th Grade Head Boys Basketball Coach for the 2025-26 School Year

JobID: 1395

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  1/16/2025


Location:
  Waynesville Middle School


  
Attachment(s):
• 3.02.3 MS Head Coach revised 10-18.pdf



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Openings as of 4/20/2025

Girls Assistant Wrestling Coach for the 2025-26 School Year

JobID: 1401

Position Type:
  Athletics/Activities/Coaching


Date Posted:
  2/3/2025


Location:
  Waynesville High School


  
Attachment(s):
• 3.02.2  HS ASST COACH revised 10-18.pdf



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Openings as of 4/20/2025

Music Teacher 2025-26 School Year

JobID: 1406

Position Type:
  Elementary School Teaching


Date Posted:
  2/10/2025


Location:
  East Elementary


  
Attachment(s):
• 3.01.1 TEACHER.pdf



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Openings as of 4/20/2025

PE Teacher 2025-26 School Year

JobID: 1399

Position Type:
  Elementary School Teaching


Date Posted:
  1/31/2025


Location:
  East Elementary


  
Attachment(s):
• 3.01.1 TEACHER.pdf



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Openings as of 4/20/2025

ELA Teacher for the 25-26 School Year

JobID: 1385

Position Type:
  Elementary School Teaching


Date Posted:
  1/2/2025


Location:
  Waynesville R-VI Sixth Grade Center


  
Attachment(s):
• 3.01.1 TEACHER.pdf



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Openings as of 4/20/2025

Elementary Teacher 2025-26 School Year

JobID: 1379

Position Type:
  Elementary School Teaching


Date Posted:
  11/25/2024


Location:
  Distric Wide


  
Attachment(s):
• 3.01.1 TEACHER.pdf



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Openings as of 4/20/2025

ECSE Teacher for the 25-26 School Year

JobID: 1423

Position Type:
  Elementary School Teaching/Special Education


Date Posted:
  3/31/2025


Location:
  Williams Early Childhood Center


  
Attachment(s):
• 3.01.1 TEACHER.pdf



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Openings as of 4/20/2025

Motorcycle Instructor for the 2024-2025 School Year

JobID: 1391

Position Type:
  Evening Adult Education Instructor/Motorcycle Instructor


Date Posted:
  1/8/2025


Location:
  Waynesville Career Center


  Additional Information:  Show/Hide
Motorcycle Instructor
Weekend Course
Salary:  $25.50 per hour
Deadline Date:  Posted Until Filled

Requirements:
• Must have a Missouri State Rider Coach Certification
• Must have the ability to teach adult students on the motorcycle range and in the classroom
• Must assist with basic motorcycle preparation, range preparation, and maintenance
• Experience preferred

*Contact Jake Kloeppel at 573-842-2500 for more information  




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Openings as of 4/20/2025

Assistant Band Director for the 2025-26 school year

JobID: 1420

Position Type:
  High School Teaching


Date Posted:
  3/25/2025


Location:
  Waynesville High School


  Additional Information:  Show/Hide
REPORTS TO:                                   HS Head Coach, Director of District MSHSAA Activities, and Building
                                                           Administrator
 
CLASSIFICATION:                             Certified or Classified dependent upon qualifications of the person holding this
                                                            position
 
FLSA STATUS:                                  Exempt or Non-Exempt dependent upon qualifications of the person holding
                                                           this position
 
TERMS OF EMPLOYMENT:              Salary and work year as reviewed and established annually by the Board of
                                                           Education
 
EVALUATION:                                   Performance of this position will be evaluated regularly in accordance with the
                                                          Board’s policy on the evaluation of coaching staff.
 
JOB SUMMARY
To carry out the Philosophy of the Athletic Program and the Athletic Commitment.
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual holding this position and additional duties may be assigned.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES 
NOTE:  Reasonable accommodations will be made, if necessary, to enable individuals with disabilities to perform the essential functions. 
1. Learns and adheres to the coaching philosophy and program of the high school head coach.
2. Assists in explaining and distributing literature to all athletes concerning the Athletic Commitment and the protecting of student eligibility.
3. Teaches athletes the fundamental skills, theory, and strategy of the sport.
4. Teaches the athletes the value of good conduct, sportsmanship, and good citizenship.
5. Provides supervision of athletes at all times and applies discipline in a firm productive manner.
6. Teaches and emphasizes safe procedures to the athletes.
7. Assists the high school head coach with out-of-season training as needed.
8. Attends the athletic awards program.
 
EQUIPMENT AND FACILITIES
1. Assists in the responsibility for care of equipment and facilities being used.
2. Assists in the issuance, return, and maintenance of equipment.
3. Assists in ensuring that all equipment is cleaned, repaired, and stored properly at the ends of the season.
4. Makes recommendations to the high school head coach concerning needed equipment or repairs to facilities.
 
ADMINISTRATIVE DUTIES
1. Enforces all building and district regulations and policies.
2. Has knowledge and keeps current on rules and regulations regarding your sport and in accordance with MSHSAA.
3. Keeps abreast of new knowledge and innovative ideas and techniques by attending clinics, workshops, or other methods.
4. Assists high school head coach in registering and maintaining records on all athletes.
5. Assures possession of a copy of each student’s current physical before allowing the student to participate.
6. Assists the high school head coach in assuring that a copy of the student’s commitment form is on file in the athletic office before allowing the student to compete.
7. Assists in providing information on game times, bus schedules, and practice times to parents and athletes.
8. Conducts self as a personal example of positive demeanor for the athletes and represents the school in a favorable manner.
9. Works cooperatively with the high school head coach on all endeavors related to assigned sport.
10. Performs scouting duties for the varsity team per the high school head coach’s request.
 
QUALIFICATION REQUIREMENTS:  The individual must be able to perform each essential job duty and responsibility satisfactorily.  The following requirements are representative of the knowledge, skills, and/or abilities needed to perform the job at a fully acceptable level.  

SUPERVISORY RESPONSIBILITIES
Assists the high school head coach in the supervision of volunteers and students involved in assigned sport.
 
EDUCATION, EXPERIENCE, AND/OR CERTIFICATION
1. High school diploma or equivalent. 
2. Valid Missouri Teaching Certificate (preferred) or Missouri Substitute Teaching Certificate.
3. Current district staff member (preferred).
4. Previous experience in sport as participant and/or coach (preferred).
5. Maintains certification in CPR and First Aid.
6. Such other qualifications as set by the MSHSAA.
7. Any equivalent combination of experience and training that provides the required knowledge, skills, and abilities to perform the essential functions of the position.
8. Such alternatives to the above qualifications as the Board may deem appropriate or acceptable.
  COMMUNICATION SKILLS
1. Strong communication, public relation, and interpersonal skills.
2. Ability to write reports and correspondence consistent with the duties of this position.
3. Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.
4. Ability to read, analyze, and interpret information.
5. Ability to effectively present information and respond to questions, inquiries, and/or complaints.
6. Displays courtesy, tact, and respect when dealing with others.
  MATHEMATICAL SKILLS
1. Ability to perform basic math using whole numbers, common fractions, and decimals consistent with the duties of this position.
  REASONING ABILITY
1. Ability to interpret a variety of information furnished in written, oral, diagram, or schedule form.
2. Ability to identify and define problems, collect and analyze data, establish facts, and draw valid conclusions.
  OTHER SKILLS AND ABILITIES
1. Maintains appropriate confidentiality.
2. Promotes a harassment-free environment.
3. Establishes and maintains effective working relationships; demonstrates a commitment to teamwork.
4. Ability to learn and utilize office equipment, computers, and software especially as systems are upgraded.
5. Ability to learn and upgrade job skills in order to meet changing demands of the position.
6. Must be able to navigate the MSHSAA website for tests, schedules, and official ratings.
7. Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism.
8. Extensive knowledge of and ability to perform duties in full compliance with all district, Board of Education, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.
9. Ability to work independently with minimum supervision.
10. Ability to use independent judgment and demonstrates initiative to act without being asked.
 
PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  

While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear.  The employee is frequently required to reach with hands and arms, and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 25 pounds.  Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus.   

WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.    

Employee experiences constant interruptions and inflexible deadlines.  The noise level in this environment is quiet to loud. The work environment may vary from extremely cold to extremely hot depending on the activity and the season of the year.   In-district and out-of-town travel required as necessary for training and/or to carry out duties and responsibilities.
 




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Openings as of 4/20/2025

Art for the 2025-2026 School Year

JobID: 1407

Position Type:
  High School Teaching


Date Posted:
  2/11/2025


Location:
  Waynesville High School


  Additional Information:  Show/Hide
REPORTS TO:                              Building principal or supervisor as assigned
 
CLASSIFICATION:                         Certified
 
FLSA STATUS:                              Exempt
 
TERMS OF EMPLOYMENT:         Salary and work year as reviewed and established annually by the Board of Education
 
EVALUATION:                                Performance of this position will be evaluated regularly in accordance with the Board’s policy on the evaluation of certified staff.
 
JOB SUMMARY
To help students learn subject matter and/or skills that will contribute to their development as mature, able, and responsible men and women. 
The job description will be used as a guideline for the summative evaluation report. 
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual holding this position and additional duties may be assigned.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES 
NOTE:  Reasonable accommodations will be made, if necessary, to enable individuals with disabilities to perform the essential functions. 
STANDARD 1:    CONTENT KNOWLEDGE ALIGNED WITH APPROPRIATE INSTRUCTION
 
Criteria A:     The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students.
 
1. Content knowledge and academic language
2. Student engagement in subject matter
3. Disciplinary research and inquiry methodologies
4. Interdisciplinary instruction
5. Diverse social and cultural perspectives
 
 
STANDARD 2:    STUDENT LEARNING, GROWTH AND DEVELOPMENT
 
Criteria B:     The teacher understands how students learn, develop and differ in their approaches to learning.  The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.
 
1. Cognitive, social, emotional and physical development
2. Student goals
3. Theory of learning
4. Differentiated lesson design
5. Prior experiences, multiple intelligences, strengths and needs
6. Language, culture, family and knowledge of community values
 
 
 
 
STANDARD 3:    CURRICULUM IMPLEMENTATION
 
Criteria D:     The teacher recognizes the importance of long-range planning and curriculum development.  The teacher develops, implements, and evaluates curriculum, based upon student, district, and state standards data.
 
1. Implementation of curriculum standards
2. Lessons for diverse learners
3. Instructional goals and differentiated instructional strategies
 
 
STANDARD 4:    CRITICAL THINKING
 
Criteria E:     The teacher uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem solving, and performance skills.
 
1. Instructional strategies leading to student engagement in problem-solving and critical thinking
2. Appropriate use of instructional resources to enhance student learning
3. Cooperative, small group and independent learning
 
 
STANDARD 5:    POSITIVE CLASSROOM ENVIRONMENT
 
Criteria F:     The teacher uses an understanding of individual/group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
 
1. Classroom management techniques
2. Management of time, space, transitions, and activities
3. Classroom, school and community culture
 
 
STANDARD 6:    EFFECTIVE COMMUNICATION
 
Criteria G:     The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and families (as consistent with district policies, practices, and resources) to foster active inquiry, collaboration, and supportive interaction in the classroom.
 
1. Verbal and nonverbal communication
2. Sensitivity to culture, gender, intellectual and physical differences
3. Learner expression in speaking, writing, and other media
4. Technology and media communication tools
 
 
STANDARD 7:    STUDENT ASSESSMENT AND DATA ANALYSIS
 
Criteria H:     The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction.  The teacher will monitor the performance of each student and devise instruction to enable each student to grow and develop, making adequate academic progress.
 
1. Effective use of assessments
2. Assessment data to improve learning
3. Student-led assessment strategies
4. Effect of instruction on individual/class learning
5. Communication of student progress and maintaining records
6. Collaborative data analysis
 
 
STANDARD 8:    PROFESSIONALISM
 
Criteria I:       The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others.  This teacher actively seeks out opportunities to grow professionally In order to improve learning for all students.
 
1. Self-assessment and improvement
2. Professional learning
3. Professional rights, responsibilities and ethical practices
 
 
STANDARD 9:    PROFESSIONAL COLLABORATION
 
Criteria J:      The teacher has effective working relationships with students, parents, school colleagues, and community members.
 
1. Induction and collegial activities
2. Collaborating to meet students needs
3. Cooperative partnerships in support of student learning
  
SUPERVISORY RESPONSIBILITIES
Supervises students, paraprofessionals, volunteers, student interns, or others as assigned.
 
QUALIFICATION REQUIREMENTS:  The individual must be able to perform each essential job duty and responsibility satisfactorily.  The following requirements are representative of the knowledge, skills, and/or abilities needed to perform the job at a fully acceptable level.
  
EDUCATION, EXPERIENCE, AND/OR CERTIFICATION
 
1. As set by state certification standards
2. Any equivalent combination of experience and training that provides the required knowledge, skills, and abilities to perform the essential functions of the position.
3. Such alternatives to the above qualifications as the Board may deem appropriate or acceptable.
  
COMMUNICATION SKILLS
 
1. Ability to write reports and correspondence consistent with the duties of this position.
2. Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.
3. Ability to read, analyze, and interpret information.
4. Ability to effectively present information and respond to questions, inquiries, and/or complaints.
5. Displays courtesy, tact, and respect when dealing with others.
  
MATHEMATICAL SKILLS
 
1. Ability to perform basic math using whole numbers, common fractions, and decimals consistent with the duties of this position.
  
REASONING ABILITY
 
1. Ability to interpret a variety of instructions and information furnished in written, oral, diagram, or schedule form.
2. Ability to identify and define problems, collect and analyze data, establish facts, and draw valid conclusions.
  
OTHER SKILLS AND ABILITIES
 
1. Maintains appropriate confidentiality.
2. Promotes a harassment-free environment.
3. Establishes and maintains effective working relationships; demonstrates a commitment to teamwork.
4. Ability to learn and utilize office equipment, computers, and software especially as systems are upgraded.
5. Ability to learn and upgrade job skills in order to meet changing demands of the position.
6. Excellent computer and keyboarding skills.
7. Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism.
8. Extensive knowledge of and ability to perform duties in full compliance with all district, Board of Education, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.
9. Ability to work independently with minimum supervision.
10. Ability to use independent judgment and demonstrates initiative to act without being asked.
  
PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
 
 
While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear.  The employee is frequently required to reach with hands and arms, and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 25 pounds.  Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus. 
 
 
 
WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  
  
Work is performed in and around a student learning environment.  Employee experiences a multitude of demands and changing priorities, constant interruptions, and inflexible deadlines.  The noise level in this environment is quiet to loud.  Duties are performed primarily indoors and occasionally outdoors.   In-district and out-of-town travel required as necessary for training and/or to carry out duties and responsibilities.





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Openings as of 4/20/2025

Evening Custodian for the 2024-2025 School Year

JobID: 1422

Position Type:
  Maintenance/Custodial/Custodian


Date Posted:
  3/31/2025


Location:
  District-wide


  
Attachment(s):
• 4.20.1  School Custodian; Revised 11-22.pdf



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Openings as of 4/20/2025

Custodian for the 2025-2026 School Year

JobID: 1383

Position Type:
  Maintenance/Custodial/Custodian


Date Posted:
  12/18/2024


Location:
  Distric Wide


  
Attachment(s):
• 4.20.1  School Custodian; Revised 11-22.pdf



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Openings as of 4/20/2025

Science for the 2025-26 School Year

JobID: 1419

Position Type:
  Middle School Teaching


Date Posted:
  3/12/2025


Location:
  Waynesville Middle School


  Additional Information:  Show/Hide
REPORTS TO:                              Building principal or supervisor as assigned
 
CLASSIFICATION:                         Certified
 
FLSA STATUS:                              Exempt
 
TERMS OF EMPLOYMENT:         Salary and work year as reviewed and established annually by the Board of Education
 
EVALUATION:                                Performance of this position will be evaluated regularly in accordance with the Board’s policy on the evaluation of certified staff.
 
JOB SUMMARY
To help students learn subject matter and/or skills that will contribute to their development as mature, able, and responsible men and women. 
The job description will be used as a guideline for the summative evaluation report. 
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual holding this position and additional duties may be assigned.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES 
NOTE:  Reasonable accommodations will be made, if necessary, to enable individuals with disabilities to perform the essential functions. 
STANDARD 1:    CONTENT KNOWLEDGE ALIGNED WITH APPROPRIATE INSTRUCTION
 
Criteria A:     The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students.
 
1. Content knowledge and academic language
2. Student engagement in subject matter
3. Disciplinary research and inquiry methodologies
4. Interdisciplinary instruction
5. Diverse social and cultural perspectives
 
 
STANDARD 2:    STUDENT LEARNING, GROWTH AND DEVELOPMENT
 
Criteria B:     The teacher understands how students learn, develop and differ in their approaches to learning.  The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.
 
1. Cognitive, social, emotional and physical development
2. Student goals
3. Theory of learning
4. Differentiated lesson design
5. Prior experiences, multiple intelligences, strengths and needs
6. Language, culture, family and knowledge of community values
 
 
 
 
STANDARD 3:    CURRICULUM IMPLEMENTATION
 
Criteria D:     The teacher recognizes the importance of long-range planning and curriculum development.  The teacher develops, implements, and evaluates curriculum, based upon student, district, and state standards data.
 
1. Implementation of curriculum standards
2. Lessons for diverse learners
3. Instructional goals and differentiated instructional strategies
 
 
STANDARD 4:    CRITICAL THINKING
 
Criteria E:     The teacher uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem solving, and performance skills.
 
1. Instructional strategies leading to student engagement in problem-solving and critical thinking
2. Appropriate use of instructional resources to enhance student learning
3. Cooperative, small group and independent learning
 
 
STANDARD 5:    POSITIVE CLASSROOM ENVIRONMENT
 
Criteria F:     The teacher uses an understanding of individual/group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
 
1. Classroom management techniques
2. Management of time, space, transitions, and activities
3. Classroom, school and community culture
 
 
STANDARD 6:    EFFECTIVE COMMUNICATION
 
Criteria G:     The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and families (as consistent with district policies, practices, and resources) to foster active inquiry, collaboration, and supportive interaction in the classroom.
 
1. Verbal and nonverbal communication
2. Sensitivity to culture, gender, intellectual and physical differences
3. Learner expression in speaking, writing, and other media
4. Technology and media communication tools
 
 
STANDARD 7:    STUDENT ASSESSMENT AND DATA ANALYSIS
 
Criteria H:     The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction.  The teacher will monitor the performance of each student and devise instruction to enable each student to grow and develop, making adequate academic progress.
 
1. Effective use of assessments
2. Assessment data to improve learning
3. Student-led assessment strategies
4. Effect of instruction on individual/class learning
5. Communication of student progress and maintaining records
6. Collaborative data analysis
 
 
STANDARD 8:    PROFESSIONALISM
 
Criteria I:       The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others.  This teacher actively seeks out opportunities to grow professionally In order to improve learning for all students.
 
1. Self-assessment and improvement
2. Professional learning
3. Professional rights, responsibilities and ethical practices
 
 
STANDARD 9:    PROFESSIONAL COLLABORATION
 
Criteria J:      The teacher has effective working relationships with students, parents, school colleagues, and community members.
 
1. Induction and collegial activities
2. Collaborating to meet students needs
3. Cooperative partnerships in support of student learning
  
SUPERVISORY RESPONSIBILITIES
Supervises students, paraprofessionals, volunteers, student interns, or others as assigned.
 
QUALIFICATION REQUIREMENTS:  The individual must be able to perform each essential job duty and responsibility satisfactorily.  The following requirements are representative of the knowledge, skills, and/or abilities needed to perform the job at a fully acceptable level.
  
EDUCATION, EXPERIENCE, AND/OR CERTIFICATION
 
1. As set by state certification standards
2. Any equivalent combination of experience and training that provides the required knowledge, skills, and abilities to perform the essential functions of the position.
3. Such alternatives to the above qualifications as the Board may deem appropriate or acceptable.
  
COMMUNICATION SKILLS
 
1. Ability to write reports and correspondence consistent with the duties of this position.
2. Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.
3. Ability to read, analyze, and interpret information.
4. Ability to effectively present information and respond to questions, inquiries, and/or complaints.
5. Displays courtesy, tact, and respect when dealing with others.
  
MATHEMATICAL SKILLS
 
1. Ability to perform basic math using whole numbers, common fractions, and decimals consistent with the duties of this position.
  
REASONING ABILITY
 
1. Ability to interpret a variety of instructions and information furnished in written, oral, diagram, or schedule form.
2. Ability to identify and define problems, collect and analyze data, establish facts, and draw valid conclusions.
  
OTHER SKILLS AND ABILITIES
 
1. Maintains appropriate confidentiality.
2. Promotes a harassment-free environment.
3. Establishes and maintains effective working relationships; demonstrates a commitment to teamwork.
4. Ability to learn and utilize office equipment, computers, and software especially as systems are upgraded.
5. Ability to learn and upgrade job skills in order to meet changing demands of the position.
6. Excellent computer and keyboarding skills.
7. Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism.
8. Extensive knowledge of and ability to perform duties in full compliance with all district, Board of Education, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.
9. Ability to work independently with minimum supervision.
10. Ability to use independent judgment and demonstrates initiative to act without being asked.
  
PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
 
 
While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear.  The employee is frequently required to reach with hands and arms, and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 25 pounds.  Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus. 
 
 
 
WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  
  
Work is performed in and around a student learning environment.  Employee experiences a multitude of demands and changing priorities, constant interruptions, and inflexible deadlines.  The noise level in this environment is quiet to loud.  Duties are performed primarily indoors and occasionally outdoors.   In-district and out-of-town travel required as necessary for training and/or to carry out duties and responsibilities.





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Openings as of 4/20/2025

Social Science for the 2025-26 School Year

JobID: 1424

Position Type:
  Middle School Teaching


Date Posted:
  3/31/2025


Location:
  Waynesville Middle School


  Additional Information:  Show/Hide
REPORTS TO:                              Building principal or supervisor as assigned
 
CLASSIFICATION:                         Certified
 
FLSA STATUS:                              Exempt
 
TERMS OF EMPLOYMENT:         Salary and work year as reviewed and established annually by the Board of Education
 
EVALUATION:                                Performance of this position will be evaluated regularly in accordance with the Board’s policy on the evaluation of certified staff.
 
JOB SUMMARY
To help students learn subject matter and/or skills that will contribute to their development as mature, able, and responsible men and women. 
The job description will be used as a guideline for the summative evaluation report. 
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual holding this position and additional duties may be assigned.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES 
NOTE:  Reasonable accommodations will be made, if necessary, to enable individuals with disabilities to perform the essential functions. 
STANDARD 1:    CONTENT KNOWLEDGE ALIGNED WITH APPROPRIATE INSTRUCTION
 
Criteria A:     The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students.
 
1. Content knowledge and academic language
2. Student engagement in subject matter
3. Disciplinary research and inquiry methodologies
4. Interdisciplinary instruction
5. Diverse social and cultural perspectives
 
 
STANDARD 2:    STUDENT LEARNING, GROWTH AND DEVELOPMENT
 
Criteria B:     The teacher understands how students learn, develop and differ in their approaches to learning.  The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.
 
1. Cognitive, social, emotional and physical development
2. Student goals
3. Theory of learning
4. Differentiated lesson design
5. Prior experiences, multiple intelligences, strengths and needs
6. Language, culture, family and knowledge of community values
 
 
 
 
STANDARD 3:    CURRICULUM IMPLEMENTATION
 
Criteria D:     The teacher recognizes the importance of long-range planning and curriculum development.  The teacher develops, implements, and evaluates curriculum, based upon student, district, and state standards data.
 
1. Implementation of curriculum standards
2. Lessons for diverse learners
3. Instructional goals and differentiated instructional strategies
 
 
STANDARD 4:    CRITICAL THINKING
 
Criteria E:     The teacher uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem solving, and performance skills.
 
1. Instructional strategies leading to student engagement in problem-solving and critical thinking
2. Appropriate use of instructional resources to enhance student learning
3. Cooperative, small group and independent learning
 
 
STANDARD 5:    POSITIVE CLASSROOM ENVIRONMENT
 
Criteria F:     The teacher uses an understanding of individual/group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
 
1. Classroom management techniques
2. Management of time, space, transitions, and activities
3. Classroom, school and community culture
 
 
STANDARD 6:    EFFECTIVE COMMUNICATION
 
Criteria G:     The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and families (as consistent with district policies, practices, and resources) to foster active inquiry, collaboration, and supportive interaction in the classroom.
 
1. Verbal and nonverbal communication
2. Sensitivity to culture, gender, intellectual and physical differences
3. Learner expression in speaking, writing, and other media
4. Technology and media communication tools
 
 
STANDARD 7:    STUDENT ASSESSMENT AND DATA ANALYSIS
 
Criteria H:     The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction.  The teacher will monitor the performance of each student and devise instruction to enable each student to grow and develop, making adequate academic progress.
 
1. Effective use of assessments
2. Assessment data to improve learning
3. Student-led assessment strategies
4. Effect of instruction on individual/class learning
5. Communication of student progress and maintaining records
6. Collaborative data analysis
 
 
STANDARD 8:    PROFESSIONALISM
 
Criteria I:       The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others.  This teacher actively seeks out opportunities to grow professionally In order to improve learning for all students.
 
1. Self-assessment and improvement
2. Professional learning
3. Professional rights, responsibilities and ethical practices
 
 
STANDARD 9:    PROFESSIONAL COLLABORATION
 
Criteria J:      The teacher has effective working relationships with students, parents, school colleagues, and community members.
 
1. Induction and collegial activities
2. Collaborating to meet students needs
3. Cooperative partnerships in support of student learning
  
SUPERVISORY RESPONSIBILITIES
Supervises students, paraprofessionals, volunteers, student interns, or others as assigned.
 
QUALIFICATION REQUIREMENTS:  The individual must be able to perform each essential job duty and responsibility satisfactorily.  The following requirements are representative of the knowledge, skills, and/or abilities needed to perform the job at a fully acceptable level.
  
EDUCATION, EXPERIENCE, AND/OR CERTIFICATION
 
1. As set by state certification standards
2. Any equivalent combination of experience and training that provides the required knowledge, skills, and abilities to perform the essential functions of the position.
3. Such alternatives to the above qualifications as the Board may deem appropriate or acceptable.
  
COMMUNICATION SKILLS
 
1. Ability to write reports and correspondence consistent with the duties of this position.
2. Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.
3. Ability to read, analyze, and interpret information.
4. Ability to effectively present information and respond to questions, inquiries, and/or complaints.
5. Displays courtesy, tact, and respect when dealing with others.
  
MATHEMATICAL SKILLS
 
1. Ability to perform basic math using whole numbers, common fractions, and decimals consistent with the duties of this position.
  
REASONING ABILITY
 
1. Ability to interpret a variety of instructions and information furnished in written, oral, diagram, or schedule form.
2. Ability to identify and define problems, collect and analyze data, establish facts, and draw valid conclusions.
  
OTHER SKILLS AND ABILITIES
 
1. Maintains appropriate confidentiality.
2. Promotes a harassment-free environment.
3. Establishes and maintains effective working relationships; demonstrates a commitment to teamwork.
4. Ability to learn and utilize office equipment, computers, and software especially as systems are upgraded.
5. Ability to learn and upgrade job skills in order to meet changing demands of the position.
6. Excellent computer and keyboarding skills.
7. Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism.
8. Extensive knowledge of and ability to perform duties in full compliance with all district, Board of Education, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.
9. Ability to work independently with minimum supervision.
10. Ability to use independent judgment and demonstrates initiative to act without being asked.
  
PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
 
 
While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear.  The employee is frequently required to reach with hands and arms, and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 25 pounds.  Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus. 
 
 
 
WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  
  
Work is performed in and around a student learning environment.  Employee experiences a multitude of demands and changing priorities, constant interruptions, and inflexible deadlines.  The noise level in this environment is quiet to loud.  Duties are performed primarily indoors and occasionally outdoors.   In-district and out-of-town travel required as necessary for training and/or to carry out duties and responsibilities.





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Openings as of 4/20/2025

ELA for the 2025-2026 School Year

JobID: 1428

Position Type:
  Middle School Teaching


Date Posted:
  4/11/2025


Location:
  Waynesville Middle School


  Additional Information:  Show/Hide
REPORTS TO:                              Building principal or supervisor as assigned
 
CLASSIFICATION:                         Certified
 
FLSA STATUS:                              Exempt
 
TERMS OF EMPLOYMENT:         Salary and work year as reviewed and established annually by the Board of Education
 
EVALUATION:                                Performance of this position will be evaluated regularly in accordance with the Board’s policy on the evaluation of certified staff.
 
JOB SUMMARY
To help students learn subject matter and/or skills that will contribute to their development as mature, able, and responsible men and women. 
The job description will be used as a guideline for the summative evaluation report. 
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual holding this position and additional duties may be assigned.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES 
NOTE:  Reasonable accommodations will be made, if necessary, to enable individuals with disabilities to perform the essential functions. 
STANDARD 1:    CONTENT KNOWLEDGE ALIGNED WITH APPROPRIATE INSTRUCTION
 
Criteria A:     The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students.
 
1. Content knowledge and academic language
2. Student engagement in subject matter
3. Disciplinary research and inquiry methodologies
4. Interdisciplinary instruction
5. Diverse social and cultural perspectives
 
 
STANDARD 2:    STUDENT LEARNING, GROWTH AND DEVELOPMENT
 
Criteria B:     The teacher understands how students learn, develop and differ in their approaches to learning.  The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.
 
1. Cognitive, social, emotional and physical development
2. Student goals
3. Theory of learning
4. Differentiated lesson design
5. Prior experiences, multiple intelligences, strengths and needs
6. Language, culture, family and knowledge of community values
 
 
 
 
STANDARD 3:    CURRICULUM IMPLEMENTATION
 
Criteria D:     The teacher recognizes the importance of long-range planning and curriculum development.  The teacher develops, implements, and evaluates curriculum, based upon student, district, and state standards data.
 
1. Implementation of curriculum standards
2. Lessons for diverse learners
3. Instructional goals and differentiated instructional strategies
 
 
STANDARD 4:    CRITICAL THINKING
 
Criteria E:     The teacher uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem solving, and performance skills.
 
1. Instructional strategies leading to student engagement in problem-solving and critical thinking
2. Appropriate use of instructional resources to enhance student learning
3. Cooperative, small group and independent learning
 
 
STANDARD 5:    POSITIVE CLASSROOM ENVIRONMENT
 
Criteria F:     The teacher uses an understanding of individual/group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
 
1. Classroom management techniques
2. Management of time, space, transitions, and activities
3. Classroom, school and community culture
 
 
STANDARD 6:    EFFECTIVE COMMUNICATION
 
Criteria G:     The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and families (as consistent with district policies, practices, and resources) to foster active inquiry, collaboration, and supportive interaction in the classroom.
 
1. Verbal and nonverbal communication
2. Sensitivity to culture, gender, intellectual and physical differences
3. Learner expression in speaking, writing, and other media
4. Technology and media communication tools
 
 
STANDARD 7:    STUDENT ASSESSMENT AND DATA ANALYSIS
 
Criteria H:     The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction.  The teacher will monitor the performance of each student and devise instruction to enable each student to grow and develop, making adequate academic progress.
 
1. Effective use of assessments
2. Assessment data to improve learning
3. Student-led assessment strategies
4. Effect of instruction on individual/class learning
5. Communication of student progress and maintaining records
6. Collaborative data analysis
 
 
STANDARD 8:    PROFESSIONALISM
 
Criteria I:       The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others.  This teacher actively seeks out opportunities to grow professionally In order to improve learning for all students.
 
1. Self-assessment and improvement
2. Professional learning
3. Professional rights, responsibilities and ethical practices
 
 
STANDARD 9:    PROFESSIONAL COLLABORATION
 
Criteria J:      The teacher has effective working relationships with students, parents, school colleagues, and community members.
 
1. Induction and collegial activities
2. Collaborating to meet students needs
3. Cooperative partnerships in support of student learning
  
SUPERVISORY RESPONSIBILITIES
Supervises students, paraprofessionals, volunteers, student interns, or others as assigned.
 
QUALIFICATION REQUIREMENTS:  The individual must be able to perform each essential job duty and responsibility satisfactorily.  The following requirements are representative of the knowledge, skills, and/or abilities needed to perform the job at a fully acceptable level.
  
EDUCATION, EXPERIENCE, AND/OR CERTIFICATION
 
1. As set by state certification standards
2. Any equivalent combination of experience and training that provides the required knowledge, skills, and abilities to perform the essential functions of the position.
3. Such alternatives to the above qualifications as the Board may deem appropriate or acceptable.
  
COMMUNICATION SKILLS
 
1. Ability to write reports and correspondence consistent with the duties of this position.
2. Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.
3. Ability to read, analyze, and interpret information.
4. Ability to effectively present information and respond to questions, inquiries, and/or complaints.
5. Displays courtesy, tact, and respect when dealing with others.
  
MATHEMATICAL SKILLS
 
1. Ability to perform basic math using whole numbers, common fractions, and decimals consistent with the duties of this position.
  
REASONING ABILITY
 
1. Ability to interpret a variety of instructions and information furnished in written, oral, diagram, or schedule form.
2. Ability to identify and define problems, collect and analyze data, establish facts, and draw valid conclusions.
  
OTHER SKILLS AND ABILITIES
 
1. Maintains appropriate confidentiality.
2. Promotes a harassment-free environment.
3. Establishes and maintains effective working relationships; demonstrates a commitment to teamwork.
4. Ability to learn and utilize office equipment, computers, and software especially as systems are upgraded.
5. Ability to learn and upgrade job skills in order to meet changing demands of the position.
6. Excellent computer and keyboarding skills.
7. Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism.
8. Extensive knowledge of and ability to perform duties in full compliance with all district, Board of Education, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.
9. Ability to work independently with minimum supervision.
10. Ability to use independent judgment and demonstrates initiative to act without being asked.
  
PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
 
 
While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear.  The employee is frequently required to reach with hands and arms, and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 25 pounds.  Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus. 
 
 
 
WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  
  
Work is performed in and around a student learning environment.  Employee experiences a multitude of demands and changing priorities, constant interruptions, and inflexible deadlines.  The noise level in this environment is quiet to loud.  Duties are performed primarily indoors and occasionally outdoors.   In-district and out-of-town travel required as necessary for training and/or to carry out duties and responsibilities.





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Openings as of 4/20/2025

Elementary Paraprofessional, 2025-2026

JobID: 1409

Position Type:
  Paraprofessional/Paraprofessional


Date Posted:
  2/14/2025


Location:
  District-wide


  Additional Information:  Show/Hide
REPORTS TO:                                   Teacher/Principal
 
CLASSIFICATION:                              Classified
 
FLSA STATUS:                                   Non-Exempt
 
TERMS OF EMPLOYMENT:               Salary and work year as reviewed and established annually by the Board of Education
 
EVALUATION:                                     Performance of this position will be evaluated regularly in accordance with the Board’s
                                                             policy on the evaluation of classified staff.
 
JOB SUMMARY
Assists a certificated teacher in reinforcing instruction to individual or small groups of students in a classroom environment; assists in the preparation of instructional materials and implementation of lesson plans; and provides routine support.  Performs all duties under the direct supervision of a certified teacher.
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual holding this position and additional duties may be assigned.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES 
NOTE:  Reasonable accommodations will be made, if necessary, to enable individuals with disabilities to perform the essential functions. 
 
Instructional Process
1. Assist the classroom teacher in arranging the learning environment, including assembling and putting materials on bulletin boards and/or other classroom learning displays and in keeping such displays current.
2. Under supervision of certified teacher, prepares for classroom activities by distributing and collecting papers and other instructional materials for classroom instruction.
3. Assists students in completing classroom assignments, homework, and projects; assures student understanding of classroom rules and procedures; assists students by answering questions, providing proper examples, emotional support, friendly attitude, and general guidance.
4. Reads to students, listens to students read, and observes student reading abilities as assigned; assists students with letter and word pronunciation and recognition; assists students with math, spelling, and writing exercises and assignments.
5. Assists assigned teacher with the implementation of lesson plans; administers various tests as directed; prepares mandated reports and documentation as required.
Additional Duties Exclusive to Paraprofessional:
1. Tutors individual or small groups of students, reinforcing instruction as directed by the teacher; monitors and oversees student drills, practice, and assignments in various subjects; confers with the teacher concerning lesson plans and materials to meet student needs; assists with the implementation of lesson plans.
Classroom Management
1. Performs a variety of clerical duties in support of classroom activities such as preparing, typing, duplicating, and filing instructional materials; grades student tests and assignments; recording of grades and attendance; lunch reports; and maintaining student records and files as assigned.
2. Operates and cares for instructional equipment and materials, as assigned by the teacher.  This includes preparing the room for the activity, obtaining the required material and equipment, operation of the equipment, and the return of all materials and equipment to storage.
3. Assists the certified teacher with the supervision of students during non-instructional times, such as emergency drills, assemblies, cafeteria, restrooms, field trips, hallways, playground, and during bus loading/unloading activities.
4. Assists students with clothing, wash-up, and toilet routines, including diapering if necessary.
5. Assists with lunch, snacks, and other clean-up duties as assigned.
6. Assures the health and safety of students by following established practices and procedures; maintains the learning environment in a safe, orderly, and clean manner.
Additional Duties Exclusive to Paraprofessional:
1. Observes and controls behavior of students in the classroom according to approved procedures; monitors students during outdoor activities as directed; become familiar with student IEP goals and reports progress regarding student performance and behavior to supervising teacher.
Interpersonal Relationships
1. Demonstrates effective and appropriate interpersonal relationships with students, educational staff, and parents/patrons.
2. Respects the confidentiality of information regarding students and is discreet in dealing with parents and educational personnel.
Professional Responsibilities
1. Participates in professional growth activities.
2. Participates in inservice training programs.
3. Follows the communicated policies and procedures of the school district.
4. Demonstrates professional responsibility and ethical behavior.
Additional Duties Exclusive to Paraprofessional:
1. Assumes responsibilities outside the classroom.
 
SUPERVISORY RESPONSIBILITIES
None
 
QUALIFICATION REQUIREMENTS:  The individual must be able to perform each essential job duty and responsibility satisfactorily.  The following requirements are representative of the knowledge, skills, and/or abilities needed to perform the job at a fully acceptable level.  

EDUCATION, EXPERIENCE, AND/OR CERTIFICATION
1. A minimum of 60 college hours or Missouri ParaPro Certificate
2. Demonstrates aptitude for the work to be performed
3. Any equivalent combination of experience and training that provides the required knowledge, skills, and abilities to perform the essential functions of the position.
4. Such alternatives to the above qualifications as the Board may deem appropriate or acceptable.
  COMMUNICATION SKILLS
1. Ability to write reports and correspondence consistent with the duties of this position.
2. Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.
3. Ability to read, analyze, and interpret information.
4. Ability to effectively present information and respond to questions, inquiries, and/or complaints.
5. Displays courtesy, tact, and respect when dealing with others.
  MATHEMATICAL SKILLS
1. Ability to perform basic math using whole numbers, common fractions, and decimals consistent with the duties of this position.
  REASONING ABILITY
1. Ability to interpret a variety of instructions and information furnished in written, oral, diagram, or schedule form.
2. Ability to identify and define problems, collect and analyze data, establish facts, and draw valid conclusions.
  OTHER SKILLS AND ABILITIES
1. Maintains appropriate confidentiality.
2. Promotes a harassment-free environment.
3. Establishes and maintains effective working relationships; demonstrates a commitment to teamwork.
4. Ability to learn and utilize office equipment, computers, and software especially as systems are upgraded.
5. Ability to learn and upgrade job skills in order to meet changing demands of the position.
6. Excellent computer and keyboarding skills.
7. Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism.
8. Extensive knowledge of and ability to perform duties in full compliance with all district, Board of Education, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.
9. Ability to work independently with minimum supervision.
10. Ability to use independent judgment and demonstrates initiative to act without being asked.
11. Flexibility and willingness to perform a variety of tasks.
 
PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  

While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear.  The employee is frequently required to reach with hands and arms, and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 50 pounds.  Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus.   

WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  
 
Employee experiences constant interruptions and inflexible deadlines.  The noise level in this environment is quiet to loud.  Duties are performed primarily indoors and occasionally outdoors.   In-district and out-of-town travel required as necessary for training and/or to carry out duties and responsibilities.
 




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Openings as of 4/20/2025

Secondary Paraprofessional, 2025-2026

JobID: 1410

Position Type:
  Paraprofessional/Paraprofessional


Date Posted:
  2/14/2025


Location:
  District-wide


  Additional Information:  Show/Hide
REPORTS TO:                                   Teacher/Principal
 
CLASSIFICATION:                              Classified
 
FLSA STATUS:                                   Non-Exempt
 
TERMS OF EMPLOYMENT:               Salary and work year as reviewed and established annually by the Board of Education
 
EVALUATION:                                     Performance of this position will be evaluated regularly in accordance with the Board’s
                                                             policy on the evaluation of classified staff.
 
JOB SUMMARY
Assists a certificated teacher in reinforcing instruction to individual or small groups of students in a classroom environment; assists in the preparation of instructional materials and implementation of lesson plans; and provides routine support.  Performs all duties under the direct supervision of a certified teacher.
 
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individual holding this position and additional duties may be assigned.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES 
NOTE:  Reasonable accommodations will be made, if necessary, to enable individuals with disabilities to perform the essential functions. 
 
Instructional Process
1. Assist the classroom teacher in arranging the learning environment, including assembling and putting materials on bulletin boards and/or other classroom learning displays and in keeping such displays current.
2. Under supervision of certified teacher, prepares for classroom activities by distributing and collecting papers and other instructional materials for classroom instruction.
3. Assists students in completing classroom assignments, homework, and projects; assures student understanding of classroom rules and procedures; assists students by answering questions, providing proper examples, emotional support, friendly attitude, and general guidance.
4. Reads to students, listens to students read, and observes student reading abilities as assigned; assists students with letter and word pronunciation and recognition; assists students with math, spelling, and writing exercises and assignments.
5. Assists assigned teacher with the implementation of lesson plans; administers various tests as directed; prepares mandated reports and documentation as required.
Additional Duties Exclusive to Paraprofessional:
1. Tutors individual or small groups of students, reinforcing instruction as directed by the teacher; monitors and oversees student drills, practice, and assignments in various subjects; confers with the teacher concerning lesson plans and materials to meet student needs; assists with the implementation of lesson plans.
Classroom Management
1. Performs a variety of clerical duties in support of classroom activities such as preparing, typing, duplicating, and filing instructional materials; grades student tests and assignments; recording of grades and attendance; lunch reports; and maintaining student records and files as assigned.
2. Operates and cares for instructional equipment and materials, as assigned by the teacher.  This includes preparing the room for the activity, obtaining the required material and equipment, operation of the equipment, and the return of all materials and equipment to storage.
3. Assists the certified teacher with the supervision of students during non-instructional times, such as emergency drills, assemblies, cafeteria, restrooms, field trips, hallways, playground, and during bus loading/unloading activities.
4. Assists students with clothing, wash-up, and toilet routines, including diapering if necessary.
5. Assists with lunch, snacks, and other clean-up duties as assigned.
6. Assures the health and safety of students by following established practices and procedures; maintains the learning environment in a safe, orderly, and clean manner.
Additional Duties Exclusive to Paraprofessional:
1. Observes and controls behavior of students in the classroom according to approved procedures; monitors students during outdoor activities as directed; become familiar with student IEP goals and reports progress regarding student performance and behavior to supervising teacher.
Interpersonal Relationships
1. Demonstrates effective and appropriate interpersonal relationships with students, educational staff, and parents/patrons.
2. Respects the confidentiality of information regarding students and is discreet in dealing with parents and educational personnel.
Professional Responsibilities
1. Participates in professional growth activities.
2. Participates in inservice training programs.
3. Follows the communicated policies and procedures of the school district.
4. Demonstrates professional responsibility and ethical behavior.
Additional Duties Exclusive to Paraprofessional:
1. Assumes responsibilities outside the classroom.
 
SUPERVISORY RESPONSIBILITIES
None
 
QUALIFICATION REQUIREMENTS:  The individual must be able to perform each essential job duty and responsibility satisfactorily.  The following requirements are representative of the knowledge, skills, and/or abilities needed to perform the job at a fully acceptable level.  

EDUCATION, EXPERIENCE, AND/OR CERTIFICATION
1. A minimum of 60 college hours or Missouri ParaPro Certificate
2. Demonstrates aptitude for the work to be performed
3. Any equivalent combination of experience and training that provides the required knowledge, skills, and abilities to perform the essential functions of the position.
4. Such alternatives to the above qualifications as the Board may deem appropriate or acceptable.
  COMMUNICATION SKILLS
1. Ability to write reports and correspondence consistent with the duties of this position.
2. Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.
3. Ability to read, analyze, and interpret information.
4. Ability to effectively present information and respond to questions, inquiries, and/or complaints.
5. Displays courtesy, tact, and respect when dealing with others.
  MATHEMATICAL SKILLS
1. Ability to perform basic math using whole numbers, common fractions, and decimals consistent with the duties of this position.
  REASONING ABILITY
1. Ability to interpret a variety of instructions and information furnished in written, oral, diagram, or schedule form.
2. Ability to identify and define problems, collect and analyze data, establish facts, and draw valid conclusions.
  OTHER SKILLS AND ABILITIES
1. Maintains appropriate confidentiality.
2. Promotes a harassment-free environment.
3. Establishes and maintains effective working relationships; demonstrates a commitment to teamwork.
4. Ability to learn and utilize office equipment, computers, and software especially as systems are upgraded.
5. Ability to learn and upgrade job skills in order to meet changing demands of the position.
6. Excellent computer and keyboarding skills.
7. Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism.
8. Extensive knowledge of and ability to perform duties in full compliance with all district, Board of Education, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.
9. Ability to work independently with minimum supervision.
10. Ability to use independent judgment and demonstrates initiative to act without being asked.
11. Flexibility and willingness to perform a variety of tasks.
 
PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  

While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk or hear.  The employee is frequently required to reach with hands and arms, and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 50 pounds.  Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus.   

WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  
 
Employee experiences constant interruptions and inflexible deadlines.  The noise level in this environment is quiet to loud.  Duties are performed primarily indoors and occasionally outdoors.   In-district and out-of-town travel required as necessary for training and/or to carry out duties and responsibilities.
 




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Openings as of 4/20/2025

SRO for the 25-26 School Year

JobID: 1412

Position Type:
  Security/School Resource Officer


Date Posted:
  2/25/2025


Location:
  District-wide


  
Attachment(s):
• 5.03.1 School Resource Officer.pdf



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Openings as of 4/20/2025

Special Education for the 2025-26 School Year

JobID: 1389

Position Type:
  Special Education/Special Education


Date Posted:
  1/8/2025


Location:
  Distric Wide


  
Attachment(s):
• 3.21.1 Spec Educ Teacher.pdf



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Openings as of 4/20/2025

Secondary Counselor 2025-2026 School Year

JobID: 1384

Position Type:
  Student Support Services/Guidance Counselor


Date Posted:
  12/20/2024


Location:
  District-wide


  Additional Information:  Show/Hide

 



Attachment(s):
• 3.09.1 Guidance Counselor.pdf



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Openings as of 4/20/2025

Elementary Counselor 2025-2026 School Year

JobID: 1427

Position Type:
  Student Support Services/Guidance Counselor


Date Posted:
  4/11/2025


Location:
  District-wide


  Additional Information:  Show/Hide

 



Attachment(s):
• 3.09.1 Guidance Counselor.pdf



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Openings as of 4/20/2025

Speech Language Pathologist 2025-2026 School Year

JobID: 1418

Position Type:
  Student Support Services/Speech and Language Pathologist


Date Posted:
  3/10/2025


Location:
  District-wide


  Additional Information:  Show/Hide

 



Attachment(s):
• 3.19.1 Speech Lang Path Revised 10-22.pdf



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