(INTERNAL APPLICANTS ONLY)

PRIMARY FUNCTION: Provides mentoring and coaching to build instructional capacity in Intern Teachers to support improved student achievement. Demonstrates and models strategies and interventions, as well as observes and provides feedback to ensure student growth, academic achievement, and the development of students who are college and career ready.

REPORTS TO: Principal
SALARY SCHEDULE: Teacher/Supplement
WORK DAYS: 190

REQUIREMENTS:

1. Educational Level: Bachelor's Degree in Education from an accredited college or university Preferred: Master's Degree in Education or National Board-Certified Teacher
2. Experience, Skill and Certification:

• Valid GA PSC Teacher Certification ELEMENTARY
• Five years of successful teaching experience (Level III or Level IV) as measured by Teacher Keys Effectiveness System
• Three years teaching experience in Chatham County
• Knowledge and experience in curriculum implementation, effective instructional strategies, and research-based best practices in assigned content area
• Consistently utilizes effective behavior management strategies.
• Evidence of effective collaborative skills and communication skills
• Proficient in the use of technology
• Previous Supervising Teacher experience with Pre-Service Teachers

Preferred:

• Teacher Leader Endorsement or
• Teacher Support and Coaching Endorsement

ESSENTIAL DUTIES:

All responsibilities below are provided to/for identified Intern Teachers:

• Provides on-site, job-embedded professional development
• Conducts classroom observations and teacher conferences
• Mentors
• Oversees, plans, facilitates and follows-up of collaborative group meetings or one-on-one meetings
• Team-teaches, demonstrates model lessons, develops and helps implement curriculum to support the intern who is serving as an autonomous Teacher of Record
• Observes and provides peer assistance and coaching towards meeting specified goals
• Coaches in effective instructional strategies in a variety of content areas
• Participates in workshops, seminars, conferences and/or advanced coursework which further advances knowledge of current trends in effective instructional practices
• Maintains activity log
• Demonstrates how to engage the learners in differentiated learning experiences for the range of skill levels and developmental needs found in the classroom-manages, when appropriate, multiple instructional activities simultaneously
• Models how to monitor the pacing of instruction and budget class time efficiently-provides clear directions, outlines expectations, and effectively brings to closure instructional experiences
• Provides instruction on how to establish a nurturing, supportive, and positive classroom climate that encourages student responsibility, using positive motivation, clear classroom routines, challenging instructional strategies and effective classroom management techniques
• Establishes a professional and mutually-respectful rapport
• Communicates regularly to create a cooperative relationship to support students
• Teaches how to assess and diagnose the learning, social and emotional needs and styles of students, using a variety of assessment techniques and data
• Demonstrates how to create a stimulating, attractive, organized, functional, healthy, and safe classroom with proper attention to the visual, acoustic and thermal environments
• Works cooperatively with all adults assigned to the classroom (e.g., paraprofessionals, student teachers, parents, and volunteers) establishing clear expectations for roles and responsibilities
• Works cooperatively with university supervisors assigned to interns to ensure successful completion of university/graduation requirements (e.g., setting goals, edTPA support, evaluation of performance, intervention plans)
• Serves as a role model for other teachers, professional appearance and attire-demonstrates the importance and relevance of learning, accepting responsibility, and pride in the honorable profession of teaching
• Maintains positive, cooperative and mutually-supportive relationships with the administration, instructional staff, students, parents, and representatives of resource agencies within the community
• Attends required staff meetings and serves on assigned staff committees
• Participates in curriculum and program development, and in the selection of materials and equipment to support instruction
• Maintains prompt and regular attendance.

Non-Essential Responsibilities
A responsibility is considered to be "non-essential" (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the "Duties and Responsibilities" section for those responsibilities that could be considered "non-essential" based on this definition.

Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered "non-essential" in a specific situation. Any request for accommodation must be reviewed on an "individual case" basis.

Physical and Sensory Demands
Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

CLASSROOM Employees in this category spend at least most of the workday in a typical classroom or related educational environment. There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student.