Submit Resident Teacher Application (Not a Vacant Position)

REPORTS TO: PrincipalWORK CALENDAR: 190 DaysPAY SCALE: BT-4REQUIRED QUALIFICATIONS:Educational Level: Completed the equivalent of three years of college coursework in a Georgia PSC approved educator preparation program Experience, Skill and Certication: Complete the GaPSC Ethics Exit Assessment - 360 Pass appropriate GACE content area exam(s) by end of year one contractHold a GaPSC Pre-Service Certicate Hold a GaPSC Clearance CerticateReceive a letter of recommendation by the College/University's educator preparation programEarned an in-program grade point average of 3.0 or higher.ESSENTIAL DUTIES AND RESPONSIBILITIES: Required CompetenciesKnowledge of laws, regulations and policies governing education Ability to communicate efectivelyAbility to plan, organize and prioritizeAbility to use data in the decision-making processAbility to create and interpret results of formative and summative assessments Ability to work positively and cooperatively with othersAbility to use technology to support teaching, professional development, and student learningAbility to maintain emotional control under stressAbility to consistently attend work and reliably carry out all responsibilitiesAbility to perform routine physical activities that are required to ful?ll job responsibilities of appropriately and safely supervising studentsKnowledge and PlanningDemonstrates accurate, deep, and current knowledge of subject matterLearns to deliver appropriate curriculum standards and integrates key content elementsLearns to facilitate students' use of higher-level thinking skills in instructionLearns to analyze and use student learning data to inform planningLearns to plan instruction efectively for content mastery, pacing and transitions Plans for instruction to meet the needs of all studentsAligns and connects lesson objectives to state and local school district curricula and standards, and students' learning needsLearns to develop appropriate course, unit and daily plans and is able to adapt plans when neededModifes the general education curriculum for students with disabilities based upon a variety of instructional techniquesInstructional DeliveryUses a variety of research-based and evidence-based instructional strategies, practices and resources to engage students in active learningEfectively uses appropriate instructional technology to enhance student learningDevelops higher-order thinking through questioning and problem-solving activitiesEngages students in authentic learning by providing real-life examples and interdisciplinary connectionsDiferentiates the instructional content, process, product, and learning environment that encourages appropriate peer interaction to meet individual developmental needsDevelops critical and creative thinking by providing activities at the appropriate level of challenge for students and maintains interestInstructs students with disabilities using specialized instructionAssessmentLearns to use a variety of diagnostic, formative, and summative assessment strategies that are appropriate for the content being taught and the student populationAligns assessments with established curriculum and benchmarksLearns to involve students in setting learning goals and monitoring their own progress and provides frequent and constructive feedback to students on their progress of their learning goalsVaries and modifes assessment based on individual student needs and progressLearns to use assessment techniques that are appropriate for the developmental level of studentsPlans and uses formal and informal assessments for diagnostic, formative, and summative purposes to align with student mastery of learning objectives and to inform, guide, and adjust instruction as needed with student mastery of learning objectives and to inform, guide, and adjust instruction as neededUses grading practices that report mastery of content goals and objectivesCollaborates with others to develop common assessments, when appropriate Learns to analyze and use data to measure student progress, to design appropriate interventions for students, and to inform long and short-term instructional decision in the classroomShares data results of student progress with students, parents, and key personnelTeaches students how to self-assess and to use metacognitive strategies in support of lifelong learningLearning EnvironmentLearns to use time efciently both in the handling of non-instructional tasks and in using instructional time appropriatelyLearns to establish clear expectations for classroom rules, routines, and proceduresModels caring, fairness, respect, and enthusiasm for learningPromotes respect for and understanding of students' diversityLearns to provide academic rigor, encourages critical thinking, and supports students in achieving goalsCommunicates high, but reasonable, expectations for student learningMaintains an efective physical setting for instructionProfessionalism and CommunicationCarries out duties in accordance with federal and state laws, Georgia Code of Ethics for Educators and local school board policyMaintains professional demeanor and behavior (e.g., appearance, punctuality, and attendance)Works cooperatively with assigned Mentor Teacher; implements feedback for improvementRespects and maintains confdentialityUse verbal and non-verbal communication to foster positive interactions Participates in ongoing professional learning based on identifed areas for growthMaintain professional competence by participating in professional learning activities, curriculum development meetings and other professional opportunitiesEngages in activities outside the classroom intended for school and student enhancementModels correct use of oral and written languageListens and responds with cultural awareness, empathy and understanding to the voice and opinion of stakeholders (parents, community, students and colleagues)Uses modes of communication that are appropriate for the given situation Engages in ongoing communications with families regarding instructional goals and student progress in a timely and constructive mannerCreates a climate of accessibility for parents and students by demonstrating a collaborative and approachable styleExplains directions, concepts and lesson content to students in a logical, sequential and age-appropriate mannerConfers with parents, general education and administrators to develop and implement an individualized education program (IEPs) as requiredMaintains prompt and regular attendance