JOB TITLE:  Fine Arts Teacher

 

Job Summary: The job of "Teacher" is done for the purpose/s of developing students' academic and interpersonal skills through implementing District approved curriculum and/or the appropriate presentations of courses of study; documenting teaching and student progress/ activities/ outcomes; addressing specific academic needs of students; providing a safe and optimal learning environment; and, providing feedback to students, parents/guardians and administration regarding student progress, expectations, goals, etc.

 

Essential Job Functions:

A teacher performs the following tasks: plans Instruction, establishes a classroom climate conducive to learning, implements plans for Instruction, evaluates student achievement, appropriately directs instructional assistants, all for the purpose of providing successful instruction and learning. 

     

• Plans for instruction for the purpose of implementing lesson plans and providing documentation of teacher and student progress.

            Examples of planning include, but are not limited to:       

• Selects or writes learning goals that are based upon the district's expected outcomes, Oregon Board of Education directives, and students’ level of English proficiency.      
• Determines the current achievement level of the students with respect to the learning goals.    
• Establishes objectives for a unit of instruction, formulates daily lessons and evaluates students’ attainment of learning goals.
• Differentiates instruction based of academic, linguistic, social, and cultural needs of students.
• Selects and organizes instructional materials and equipment for the unit of instruction.    
• Designs instructional activities to achieve unit and lesson objectives.
• Estimates the time required for direct instruction, student practice and application, and evaluation of student learning.         

• Establish a classroom climate conducive to learning by students for the purpose of providing a safe and optimal learning environment.

            Examples of establishing a conducive climate include, but are not limited to:     

• Communicates classroom rules, procedures and behavioral expectations based upon the level of development of students and laws governing student rights and responsibilities.   
• Applies principles of equity and culturally responsive teaching.
• Applies principles of least restrictive environment for disabled students.  
• Recognizes the effects of the physical, social, and emotional climate of the student’s homes and community on student motivation and behavior.    
• Encourages appropriate behavior and provides meaningful reinforcement when it occurs.
• Monitors student conduct and takes appropriate action that is in line with building and district policies when misbehavior occurs.
• Interacts thoughtfully and courteously with students, colleagues, and parents and resolves conflicts in a professional manner.  
• Establishes partnerships with English Learners’ families utilizing district and community resources (bilingual liaisons, community agents, interpreters, case workers, etc. )
• Uses classroom time effectively to provide maximum time on learning tasks.   
• Manages instructional transitions; and coordinates the use of parent volunteers, student assistants, and other support personnel to achieve instructional objectives.        

• Implements Plans for Instruction for the purpose of improving student success in academic, interpersonal and daily living skills through a defined course of study.

            Examples of instruction include, but are not limited to:     

• Organizes students to engage in planned learning activities.   
• Communicates learning outcomes to be achieved and focuses student interest on tasks to be accomplished.
• Provides instruction using a variety of instructional techniques and current English language acquisition teaching methodologies to achieve planned objectives.
• Monitors the effectiveness of learning activities and modifies the pace and content of instruction as needed to achieve unit and lesson objectives; and uses techniques that promote critical thinking and problem solving and that encourage divergent as well as convergent thinking.        

• Evaluates Student Achievement for the purpose of providing feedback to students, parents/guardians and administration regarding student progress, expectations, goals, etc.

            Examples of evaluation include, but are not limited to: 

•  Understands fundamental principles of English language acquisition assessment.   
• Uses a variety of assessment instruments (tests, performance-based assessments, oral interviews, language samples, observations, etc.) to measure both learning and language development on a regular basis.
• Designs assessments to determine if students have mastered the objectives before designing the activities of a lesson.  
• Grades and records the students’ progress, prepares anecdotal records, and reports achievement to students and parents.     
• Summarizes the data on student achievement in relationship to instructional objectives.      
• Uses data on student achievement to refine curriculum objectives and to plan further instruction; and, documents teaching effectiveness through assembling and analyzing samples of students work.      

• Directs Instructional Assistants for the purpose of providing an effective school program and addressing the needs of individual students.

            Examples of directing instructional assistants include, but are not limited to:       

• Delegates specific instructional tasks to be performed for individual students or groups of students in accordance with the skills and abilities of each instructional assistant.      
• Trains the assistant in the instructional tasks to be performed under the teacher’s supervision.      
• Supervises and assesses the performance of delegated instructional tasks and adjusts delegated tasks as necessary.     
• Assumes full accountability for effectiveness and safety of tasks delegated to instructional assistants. 

• Advises parents and/or legal guardians of student progress for the purpose of supporting teacher's expectations, developing methods for improvement and/or reinforcing classroom goals in the home environment.  

• Collaborates with general classroom/content area teachers to ensure that ELD instruction and content instruction are mutually enhancing.

• Collaborates with other school personnel, parents and appropriate community agencies for the purposes of implementing curriculum, improving the quality of student outcomes, developing solutions and planning curriculum.

• Demonstrates methods required to perform assignments and/or skills (e.g. lab experiments, musical techniques, etc.) for the purpose of providing the students with the necessary skills to perform the tasks safely and/or accurately.

• Monitors student activities (e.g. classroom, lunch, grounds, etc.) for the purpose of providing a safe and optimal learning environment.

• Prepares teaching materials and reports (e.g. grades, attendance,  anecdotal records, etc.) for the purpose of implementing lesson plans and providing documentation of teacher and student progress.

• Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of adhering to school, District and State rules, regulations, policies and laws.

 

Other Job Functions:

• Assists (when appropriate)other personnel as may be required for the purpose of implementing the curriculum and/or supporting them in the completion of their work activities.
• Participates in various meetings (e.g. parent conferences, in-service training, site meetings, etc.) for the purpose of receiving and/or providing information or to meet credential requirements.

 

Qualifications:

• Experience Required: Prior success in job related experiences (may include successful supervised student teaching).

• Skills, Knowledge and/or Abilities Required
• Skills to motivate students, communicate with individuals from varied educational and cultural backgrounds, direct support personnel, evaluate performance.
• Knowledge of age appropriate teaching methods, state and district curriculum standards, and Oregon English Language Proficiency Standards     
• Knowledge of stages in English language acquisition
• Knowledge of English language development and acquisition, pedagogy, and methodologies.   
• Knowledge of core content instruction, common core state standards, course credit and grading requirements.
• Abilities to perform a variety of specialized and responsible tasks, maintain records, establish and maintain cooperative working relationships with students, parents/guardians, other school personnel, meet schedules and deadlines. Significant physical abilities include mobility in the classroom, lifting/carrying, reaching/handling, talking/hearing conversations, near/far visual acuity/depth perception/accommodation/field of vision.
• Education Required: University degree in the field of education and/or State of Oregon requirements for a teaching license.
• Licenses, Certifications, Bonding and/or Testing Required: State of Oregon Teaching License appropriate to assignment, Oregon Fingerprint and Criminal Check clearance, First Aid and Cardiopulmonary Resuscitation Certificates is required in some assignments.

 

Additional endorsements required:  Art

 

School:  Wilkes Elementary

 

Bilingual/Bicultural preferred

Days:  186*prorated on start date

FTE: 1.0