Pre-K Spanish Dual Language Immersion Teacherteacher

Location
Athens, GA, US
Salary
Competitive
Posted
Oct 06, 2020
Ref
1211
Grade Level
Early Childhood
Overall Purpose
The job of the Pre-K Spanish Dual Language Immersion (DLI) teacher has a specific responsibility of providing a bilingual and bicultural learning experience for Pre-K students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines from Georgia pre-k program; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from students, parents or guardians regarding the instructional program and student progress. This job is distinguished from similar jobs by the following characteristics: instruction provided in both English and Spanish.

Direct Supervisor
Building Principal

Essential Functions
• Adapts classroom work for the purpose of providing students with instructional materials that develop bilingual and bicultural learners, with the use of individualized learning plans within established lesson plans.
• Administers developmental testing programs and/or subject-specific assessments for the purpose of assessing student competency levels and/or developing individual learning plans. • Advises parents and/or legal guardians of student progress for the purpose of communicating expectations; student's achievements; developing methods for improvement and/or reinforcing classroom goals in the home environment.
• Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents and administration.
• Collaborates with instructional staff, other school personnel, parents or guardians, and a variety of community resources (special support personnel, etc.) for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
• Demonstrates methods required to perform classroom and/or subject-specific assignments for the purpose of providing an effective program that addresses individual student requirements.
• Directs others working with and/or helping the teacher in the learning environment (assistant teachers, student teachers, instructional assistants, volunteers and/or student workers, etc.) for the purpose of providing an effective classroom program and addressing the needs of individual students.
• Instructs students for the purpose of improving their success in academics through a defined course of study.
• Manages student behavior for the purpose of providing a safe and optimal learning environment.
• Monitors students in a variety of educational environments (classroom, field trips, etc.) for the purpose of providing a safe and positive learning environment.
• Participates in a variety of meetings (Professional Learning Communities, etc.) for the purpose of conveying and/or gathering information required to perform functions.
• Prepares a variety of written materials (grades, attendance, anecdotal records, meeting minutes, etc.) for the purpose of documenting student progress and meeting mandated requirements.
• Reports suspected child or substance abuse to assigned site administrator for the purpose of maintaining student personal safety, a positive learning environment, and adhering to regulatory requirements and established guidelines.
• Responds to inquiries from a variety of sources (other teachers, parents, administrators, industry-specific organizations, etc.) for the purpose of resolving issues, providing information and/or direction.
• Responds to emergency situations (student behavior problems, health emergencies, security threats, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.

Marginal Functions
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Competencies
• Skills-based Competencies Required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including pertinent software applications; preparing and maintaining accurate records; adhering to safety practices and procedures; administering first aid; analyzing data; applying physical restraint practices; planning and managing projects; promoting activities and/or events; and using curriculum and instructional techniques. •
Knowledge-based Competencies Required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations, and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; assessment instruments and techniques; classroom instructional media and technology; cultural differences of student population; current and emerging curricula; health standards and hazards; job-related codes/laws/rules/regulations/policies; community resources; instruction in English and Spanish; methods of instruction and training; office equipment and technology; school safety and security practices; school safety and security practices.
• Ability-based Competencies Required to schedule a significant number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours.; communicating with persons of diverse backgrounds; dealing with frequent interruptions; meeting deadlines and schedules; organizing tasks; setting priorities; working as part of a team; working extended hours; and working with detailed information/data; working with frequent interruptions.

Requirements
  • Bilingual and bi-literate in English and Spanish
  • Valid teaching certificate in Early Childhood Education

Physical Requirements
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.

Generally the job requires 20% sitting, 40% walking, and 40% standing.

Continuing Education/Training
Maintains all licenses and certifications

Clearances
Criminal Justice Fingerprint
Background Clearance

Fair Labor Standards Act
Exempt

Similar jobs

Similar jobs