Purpose Statement
The classroom teacher is responsible for creating a positive learning environment where students develop the skills to become critical thinkers, problem solvers, lifelong learners and productive citizens. Teachers maintain a safe environment; establish rapport with students, parents and colleagues; motivate pupils to develop attitudes and knowledge that will help them reach their potential and be prepared for higher levels of education. Teachers differentiate and use effective research-based methods of instruction.
Essential Functions
The Learner and Learning
- Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
• Develop lesson plans and instructional materials and provide individualized and small group instruction in order to adapt the curriculum to the needs of the child.
• Regularly assess and use the data to create developmentally appropriate instruction that accounts for individual students’ strengths, interests and needs and that allows each student to persevere, advance, and accelerate learning.
• Guide and counsel students with adjustment and/or academic problems or special academic interests.
• Identify and select different instructional resources and adapt teaching methods and instructional materials to meet students' varying needs, strengths, and interests based on varying backgrounds, learning style, special needs, and language proficiency.
• Extend the learning environment using technology, media, and local and global resources.
• Provide learning environments that are stimulating where the children can develop their potential and also experience growth.
• Demonstrate “Withitness” by organizing, allocating, and managing the resources of time, space, and attention to actively and equitably engage students in learning.
• Develop a climate that promotes adherence to routines and procedures while establishing and maintaining effective relationships with students.
• Incorporate citizenship in the learning environment.
Instructional Practice
- Teach the core content area(s) outlined in the USOE’s Core Curriculum, and adopted by the Board of Education, correlated with other approved and appropriate skills, strategies, and processes.
• Stimulate student reflection on prior content knowledge, link new knowledge to familiar concepts, and make connections to students’ experiences and organize students to practice and deepen knowledge.
• Know the content of the discipline and convey accurate information and concepts.
• Evaluate and select instructional resources for accuracy, accessibility, and relevance. - Engage students in identifying and understanding quality work and provide them with descriptive feedback (i.e. rubrics, anchor papers, technical writing and graphic organizers) to guide their progress toward that work.
• Administer standardized ability and achievement tests in accordance with state and District testing procedures and interpret results to determine student strengths and areas of need.
• Observe and evaluate student's proficiency and growth. Encourage and track the progress of individual students and celebrate success.
• Prepare and maintain appropriate accurate and complete student records as required by laws, district policies, and administrative regulations.
• Plan how to achieve student learning goals, choosing appropriate strategies, resources, materials, sequencing, technical tools, and demonstrations of skill to differentiate instruction for individuals and groups of students.
• Maximize the available time for instruction, by preparing and delivering a variety of skills, strategies, and processes that are relevant to learners and based on principles of effective instruction.
• Prepare students for further learning by encouraging them to explore learning opportunities and to persevere with cognitively complex tasks.
• Engage students individually and in groups, using various teaching methods including use of relevant technology.
• Establish clear learning goals for all lessons, units, and projects, and effectively communicate those objectives to students.
• Provide opportunities for students to engage, understand, question, gather, analyze, apply, write, and convey information from diverse perspectives to answer questions and solve real-world problems.
Professional Responsibility
- Independently and in collaboration with colleagues, uses a variety of data to evaluate the outcomes of teaching and learning and to reflect on and adapt planning and practice.
• Thoughtfully advocates high expectations for all students by providing rich, deep, and engaging curriculum and learning experiences.
• Teachers will commit to implementing and sustaining Multi-Tiered Systems of Support (MTSS) and Positive Behavior Interventions and Supports (PBIS) as outlined in the district plan at the school and classroom level. Teachers will take a tiered approach that will lead to fewer disruptions and improve student behavioral and academic outcomes. The teacher will use and plan around data outcomes for improvement. The teacher will teach and implement positive school expectations in all learning areas.
• Actively investigates and considers new ideas that improve teaching and learning and draws on current education policy and research as sources of reflection.
• Engage collaboratively in the school-wide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals. - Participate actively as part of the learning community (including staff, administration and other school support staff), sharing responsibility for decision-making and accountability for each student’s learning, and giving and receiving feedback.
• Communicate effectively both orally and in writing with colleagues, parents, and students through conferences, telephone calls, e-mails, student planners, school website, and/or other means regarding student progress, student needs, and to determine their priorities.
• Confer with parents or guardians, teachers, counselors, and administrators in order to resolve students' behavioral and academic problems.
• Confer with other staff members to plan and schedule lessons to enhance the instructional environment, promote learning, and follow approved curricula.
• Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
• Maintain professional and ethical standards as outlined by the Utah Professional Practices Advisory Commission, integrity and confidentiality when dealing with and in matters concerning students, parents, peers, community, records and collegial consultation.
• Avoid actions that may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including mentor and role-model responsibilities.
• Take responsibility to understand professional requirements, to maintain a current Utah Educator License, and to complete license upgrades, renewals, and additional requirements in a timely way.
• Maintain appropriate student-teacher relationships as defined in rule, law, and policy.
• Assume responsibility for meeting his/her course and school-wide student performance goals.
• Prepare reports on students and activities as required by administration.
• Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence.
• Meet professional expectations and obligations through efficient work habits such as: meeting deadlines, honoring schedules, and coordinating. Attend staff meetings, and serve on committees as required.
• Identify pupil needs and cooperate with other professional staff members in helping pupils solve health, academic, social and psychological challenges.
• Provide and maintain a safe and supportive environment in the classroom and on the school campus. Organize the physical layout of the classroom for learning.
• Administer appropriate pupil attendance policies and procedures.
• Participate in appropriate educator evaluation procedures as per district guidelines.
• Manage student behavior by establishing and enforcing rules and procedures to achieve a functional learning atmosphere in the classroom in accordance with the rules and disciplinary systems of the school.
• Perform other duties and responsibilities as assigned by their supervisor.
Job Requirements: Minimum Qualifications
Skills, Knowledge and Abilities
SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment; applying assessment instruments; adhering to safety practices; planning and managing projects; preparing and maintaining accurate records; and using pertinent software applications.
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: age appropriate activities; health standards and hazards; pertinent codes, policies, regulations and/or laws; safety practices and procedures; stages of child development; standard office software and hardware; and concepts of grammar and punctuation.
Ability is required to schedule activities and/or meetings; often gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is limited. Specific ability-based competencies required to satisfactorily perform the functions of the job include: meeting deadlines and schedules; setting priorities; establishing effective relationships; communicating with diverse groups; adapting to changing work priorities; maintaining confidentiality; working as part of a team; working with detailed information/data; and working with limited interruptions.
Responsibility
Responsibilities include: working under limited supervision following standardized practices and/or methods; directing other persons within a small work unit; and operating within a defined budget. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to significantly impact the organization’s services.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling; some climbing and balancing; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 10% sitting, 45% walking, and 45% standing. The job is performed under conditions with some exposure to risk of injury and/or illness and in a clean atmosphere.
Experience Job related experience is desired.
Education Bachelors degree in job related area.
Equivalency None Specified Required Testing Required PRAXIS Exams
Certificates & Licenses
Professional Teaching Standards Board Certification with proper endorsement(s)
Bachelor’s DegreeContinuing Educ. / Training Maintain Utah Educator License
Clearances Criminal Justice Fingerprint/Background Clearance
FLSA Status Exempt Salary Grade District Salary Schedule
6/22/90
Revised 6/20/91
Revised 6/22/11
Revised 11/15/23