JOB RESPONSIBILITIES

Building Instructional Capacity

• Maintain records as required by NLCS policy and state guidelines; maintain professional ethics.
• Establish and maintain cooperative professional relationships.
• Model appropriate dress.
• Administer the classroom and its program of organization and management. Discipline and control should be maintained at all times with those whom the teacher is charged with supervising.
• Demonstrate knowledge of subject matter.
• Be prompt in arriving in and dismissing a class in conformity with school schedules, as well as reporting promptly to school and to any meetings called.
• Approach subject matter in a positive and enthusiastic manner; present subject matter in a clam, self-confident, and poised manner.
• Monitor student behavior and activities.    
• Show respect and consideration for students, staff, parents, and so forth. 
• Provide differentiated instruction to meet the needs of all learners clearly and accurately.
• Provide for the care and protection of NLCS property that is used in the instructional process.
• Keep an active record of texts, supplies, and equipment used in the classroom.
• Foster desirable school-community relationships.
• Refer attendance, health, and psychological/emotional problems to principal and/or guidance counselor/SEC Advisor.
• Accept a share of responsibility for RtI and other committees and co-curricular activities.
• Attend NLCS and faculty meetings (seminars, conferences, workshops, and so forth) as scheduled in the corporation/school calendar.
• Conduct other duties related to the teacher’s duties as assigned by the principal or local superintendent.
• Schedule and coordinate IEP meetings as required, or at least annually.
• Provide IEP documentation to staff through IEP at a glance.

Planning & Professional Learning

• Provide evidence of professional growth.
• Write clear and usable plans that indicate direction for instruction and implementation of courses of study.
• Prepare lesson plans on time.
• Begin and end lessons on time.
• Cooperate with extended exceptional programs, i.e., Inclusion, Title I, and so forth; endeavor to make provisions for individual differences in students and adjust instruction accordingly.
• Assist in the selection of textbooks, equipment, and other instructional materials.
• Complete bi-annual caseload count requirements.

Student Support

• Write, follow and apply Individual Education Plans (IEPs) to meet the needs of students

• Provide guidance and counsel to the students which will promote their welfare and their proper educational development.

• Establish and maintain cooperative relationships with parents through effective use of interim reports, report cards, conferences, phone calls, and notifications, etc.

• Present clear, complete, and accurate explanations and instructions suitable to level and ability of learners.

• Give positive reinforcement to acceptable academic and social behavior.

• Consistently confront undesirable behavior with firmness and fairness and thoroughly professional demeanor.

• Provide activities that will help learners meet the objectives.

• Ask relevant questions throughout the lesson to check for understanding.

• Encourage active student participation.

• Periodically assess student progress.

• Provide homework that is relevant to the learning objective with appropriate feedback.

• Maintain accurate pupil accounting records and, as necessary, become familiar with the cumulative records of students in classes.

• Serve as a role model for students in how to conduct themselves as citizens and as responsible, intelligent human beings.

• Help instill in students the belief in and practice of ethical principles and democratic values.

QUALIFICATIONS & SKILLS REQUIRED

Educational Requirements

Appropriate State of Indiana teaching certification.

Skills

& Knowledge

Excellent oral & written communication skills. Demonstrates a sincere desire to aid all students.

Knowledge of instructional design & highly interactive or innovative instructional methods. Deep knowledge of instructional best practices. Knowledge of Indiana academic standards.

Special Education guidelines and regulations. Knowledge of IIEP.

Knowledge of completing an Individualized Education Plan.

Experience

Evidence of teacher-leadership experience. The advanced ability to set and meet goals and priorities, and work with colleagues to implement and drive results-oriented systems.