Technology Teacher

Job DetailsJob Location

• Dr. Lena
• Edwards
• Academic
• Charter
• School -
• Jersey
• City,
• NJ 07304Salary
• Range: $64,088.00 - $69,898.00
• SalaryJob
• Category:
• Education
• Major
• Job
• Responsibilities: The teacher is responsible for students assigned and the day-to-day activities that move student behavior and learning to the highest standards of excellence and performance. The teacher implements strategies so that every student realizes his/her full educational potential. The teacher designs and implements the activities that will provide for the educational success of every student. The teacher will communicate positively and frequently with her/his professional colleagues, with each student, and with his/her parents in order to guide students to personal and academic success. The teacher serves as a mentor, coach, role model, and adult supervisor of children placed under his/her care and responsibility.
• Basic
• Responsibilities: Classroom Leadership Accountability for Results Leadership and Membership of Teams Planning and Planned Change Improving classroom Organization and Student Performance Professional Learning and Instruction and Human Resource Excellence Programs, Services, and Curricula that Accelerate Learning Data and Technology that supports Programs, Personnel, and Students Decision Making and Judgment Customer/Stakeholder Focus & Staff, Student, and Family Interactions Universal Acceptance of Expectations Budget and Finance Duties assigned by Principal and/or Required by Statute or Regulation Progress Toward and Completion of Annual and Long Term Goals Expectations for Teacher Performance—“The employee … 1. Classroom Leadership Commits to the on-going improvement of classroom performance and increasing student achievement. Establishes and maintains standards of pupil behavior needed to achieve a classroom climate conducive to learning. Budgets class time effectively. Maximizes instruction and learning time. Balances teacher-directed, cooperative, and independent learning activities. Implements a leadership agenda to develop student understanding of learning strengths and needs and in-class and out-of-class experiences that overcome learning deficits. Discusses student performance results with every student and identifies the learning objectives, skills, vocabulary, and standards to be mastered. Asks appropriate questions, analyzes data and information, and makes decisions that solve student behavior and performance problems. 2. Accountability for Results Has each student demonstrate mastery of curriculum and content standards. Measures student performance progress frequently and a few times during the year to predict proficiency levels on the annual state standardized test. Creates and uses teacher and district/school assessments of student performance to determine the rate of student progress. Guides substantial progress of students within the less than proficient, proficient, and advanced proficient or equivalent categories and documents movement from a lower to a higher level of proficiency. Increases each student’s rate of learning growth each year to reach and maintain 1.2 years of academic growth. Displays high commitment to advancing personal capacity to improve instruction, team success, and student achievement. 3. Membership and Leadership of Teams Participates actively and productively as a member of grade level, special, and subject, and/or other teams to promote effective employee and school performance and higher student achievement. Develops and contributes leadership skills while working with other members of the staff. Participates on two or more grade, subject, and school performance improvement teams. Forms relationships with team members and at key contact points to collaborate to improve student performance. Participates in team diagnoses, prescriptions, and prognoses and measures and reports the results of implemented prescriptions. 4. Planning and Planned Change Develops lesson plans that provide instruction to meet needs of individuals and groups of students. Uses ILP data and assessment information in weekly lesson plans to develop learning objectives for every student. Drives planning of classroom experiences with knowledge of student performance data, learning needs, and curriculum content standards. Plans instructional experiences to prepare students to move from current knowledge and skill levels to those needed in the future. Plans class activities and lessons that are developmentally and age-appropriate for the class and meets the individual learning needs, interests, and ability levels of all pupils. Utilizes the clinical cycle to solve problems and improve student performance. 5. Improving Classroom Organization and Student Performance Guides each pupil’s academic progress toward performance targets. Identifies pupil needs and cooperates with other staff members to assess and resolve learning problems. Devises written and oral assignments and assessments that require analytical and critical thinking as well as restating of facts. Uses community resources to enhance instructional programs. Engages students to be active participants in planning and implementing strategies to improve learning. Engages students with responsibilities for managing books, materials, equipment, and work activities. Organizes classroom to facilitate good behavior and student engagement in learning activities. 6. Professional Learning and Instruction and Human Resource Excellence Participates actively and productively in school professional development activities. Develops and implements annually a performance improvement plan (PIP) and measures and reports progress towards goals before developing the following year’s plan. Pursues professional competence and continuous improvement through team and other professional growth activities. Accepts the annual challenge to grow professionally and improve skills that improve student achievement. Assesses annually personal growth on the Performance Expectations for Faculty Adult Mastery Scale (PEFAMS). Engages constructively in observation and evaluation processes and participates actively in conferences to discover ways to improve performance. 7. Programs, Services, and Curriculum that Accelerate Learning Promotes active student learning using board-adopted curriculum, state/local approved content standards, and other appropriate learning resources. Adapts curriculum to the needs of each pupil by developing lesson plans and instructional strategies for a diverse student population. Uses every student’s current point of mastery and partial mastery to help them achieve standards and master subject content. Uses multiple grade level standards and curriculum content to serve students at different levels of mastery in the same classroom. Participates in an annual assessment of PSCAL to determine the level of effectiveness for meeting future student learning needs. Describes to students and parents the programs and services available to help meet social, emotional, and academic needs. 8. Data and Technology that Support Programs, Personnel, and Students Analyzes, discusses, and diagnoses student performance data before devising prescriptions to close the gap between present and future performance. Utilizes computer and other technologies to support instruction and improve outcomes. Becomes familiar with school databases and uses them to understand student needs. Demonstrates expertise in using student and school performance data; extracts meaning from them, and uses them in a variety of ways to improve student performance. Participates annually in programs and workshops to understand how databases and technologies will improve effectiveness. 9. Decision Making and Judgment Collects, interprets, reflects on, and uses the views of parents and students in lesson plans, team meetings, and other deliberations. Manages personal emotions while understanding and reacting to expected and unexpected behaviors of others. Gathers data and information to develop hypotheses, and develops options before devising and implementing a prescription. Utilizes knowledge of financial and other resources to prepare appropriate recommendations for team, SLT, and principal. Uses Critical Performance Categories (CPC) and Vital Sign Performance Indicators (VSPI) to track and report progress and to revise improvement plans. Follows performance improvement protocols individually and on teams. 10. Staff, Student, and Family Interactions and Customer Focus Summarizes student performance reports for meetings with students, parents, colleagues, and principal. Communicates with parents via conferences, newsletters, phone calls, emails, text messages, and weekly website updates to discuss pupil progress and inform about school and classroom programs. Maintains a focus on student wellbeing and performance success that is evident to parents. Seeks feedback anonymously from both students and parents on student experiences in class and school. Maintains high levels of respect and trust with students and parents. Recognizes that parents and students are members of the student’s learning team and that they contribute to learning progress. Addresses parent questions and concerns quickly and effectively to build respect and confidence. 11. Universal Acceptance of Expectations Participates in and leads components of the co-curricular and enrichment programs. Follows protocols with colleagues to improve performance. Describes performance expectations with examples so that students understand the behaviors and performance quality levels expectded. Establishes with students and parents the belief that the teacher and school will help every student succeed. Makes behavior and academic performance expectations clear to students and parents and gains support for targeted behavior and academic performance expectations. 12. Budget and Finance Understands the economic realities of the school. Understands the budgeting process, resources available to apply to decisions, and makes cost-effective recommendations. Follows school policy and procedures to document and report all financial transactions. Cares appropriately for all district and school owned furniture, computer and communications technology, books, materials, etc. Handles all cash transactions with care under the direction of school procedures. 13. Duties Assigned by Principal and/or Required by Statute or Regulation Upholds and enforces school rules, administrative regulations, and board policy. Maintains records of student educational progress in class record books, in computer files, online, and/or other approved formats. Performs other duties as assigned by principal. 14. Progress toward and completion of personal annual and long term goals
• Reporting
• Relationships: The Teacher reports directly to the Principal or Assistant Principal and is responsible for students in class, anywhere in the building, and on school grounds. S/he confers frequently with grade level colleagues and Cluster Leader.

Evaluation

• Performance of this job will be evaluated by the principal or assistant principal.
• QualificationsQUALIFICATIONS: All teachers must be licensed Bachelor’s Degree in Education or appropriate and related field Previous experience working as a teacher preferred Excellent verbal and written communication skills Must be able to communicate with all stake holders, particularly parents in culturally relevant manner
• Performance criteria common to all certificated positions follow: Demonstrate care and respect for students, parents, and colleagues. Have high performance expectations and expect to be held accountable for appropriate results. Be ethical, trustworthy, optimistic, and honest. Commit to the success of students, school, and colleagues and cooperate with stakeholders to achieve success. Communicate effectively with colleagues and other stakeholders. Be punctual and maintain excellent attendance. Plan effectively. Make progress toward goals and complete annual goals. Lead where appropriate and support others who lead. Participate on one or more teams. Make sound judgments and decisions. Maintain an appropriate appearance for a professional. Organize, maintain, and report data and records correctly and on time. Use district and school resources astutely. Contribute to improved school and student performance. React positively to change, suggestions, and criticism. Engage in productive self-evaluation and the evaluation of school, subject, class, grade level, and team performances. Seek and eagerly participate in professional growth activities. Maintain confidentiality. Adhere to board policy, administrative procedures, and local, state and federal regulations. Manage performance improvement efforts using team structures, CPC, and VSPI.