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JOB RESPONSIBILITIES
Planning and Preparation for Learning

• Plan lessons and units by following the AISJ curriculum framework in collaboration with the other grade level teachers
• Supports in developing curriculum documentation that reflect horizontal and vertical alignment
• Demonstrates planning with consideration of differentiation needs, scholar engagement, and anticipates scholars’

misconceptions and confusions

• Demonstrates a plan for summative and formative assessments to monitor scholar learning
• Demonstrates content knowledge in the areas of reading, writing, math, science, social studies, and social emotional

learning.


Classroom Management

• Is direct, specific, consistent, and tenacious in communicating and enforcing very high expectations.
• Shows warmth, caring, respect, and fairness for all scholars and builds strong relationships.
• Successfully inculcates class routines up front so that scholars maintain them throughout the year.
• Gets all scholars to be self-disciplined, take responsibility for their actions, and have a strong sense of efficacy
• Is alert, poised, dynamic, and self-assured and nips virtually all discipline problems in the bud.

Delivery of Instruction

• Orchestrates highly effective strategies, materials, and groupings to involve and motivate all scholars.
• Gets all scholars highly involved in focused work in which they are active learners and problem-solvers.
• Successfully reaches all scholars by skillfully differentiating and scaffolding

Collaboration

• Working with colleagues to analyze data for placements and reflect on work (what worked and what did not work)
• Seeking and accepting feedback from colleagues to improve student growth
• Capitalizing on each other’s strengths and working with each other’s areas of growth

Monitoring Assessment & Follow-up

• Frequently checks for understanding, adjusting teaching, reteaching and following-up from the data
• Analyzes and reflects on collected data to continuously ensure lesson & unit plans are designed to meet scholar needs
• Gives scholars a well-constructed diagnostic assessment up front, and uses the information to fine-tune instruction.
• Has scholars set ambitious goals, continuously self-assess, give feedback, and take responsibility for improving

performance.

• Help scholars develop as self-assessors and self-adjusters