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| Job Detail | Sign In |
Secondary Teacher: Timpview High School |
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| Requirements | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| This full-time position begins August 2024 teaching part-time as a Literacy Specialist and part-time English. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Description | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Secondary Literacy Specialist/English Teacher is done for the purpose/s of
coordinating tier 2 reading interventions for students and related activities;
providing information to others; and implementing and maintaining services
within established guidelines and standards for literacy instruction.
This job reports to the Principal
Essential Functions
Administers diagnostic reading tests for the purpose of identifying specific needs
and then addressing those needs through intervention and/or targeted support.
Assists school teaching staff (e.g. literacy teachers and or instructional
assistants, content teachers, special education teachers, etc.) for the purpose
of coordinating appropriate literacy interventions in order to improve
student achievement.
Communicates with parents/guardians, by phone or in person, about reasons for
placement and student progress for the purpose of ensuring the ongoing
partnership between the home and school in order to maximize student success.
Coordinates with building administrators and school teaching staff for the purpose
of improving literacy instruction, serving as a liaison and resource, identifying
training needs, and/or coordinating district literacy programs within the school.
Design services (e.g. instructional practices, observation, coaching, three-tier
instructional model, etc.) for the purpose of implementing professional
development program activities that address identified needs in literacy
instruction and student achievement.
Leads tier 2 reading intervention programs for the purpose of providing targeted
instruction to identify the population to increase student performance.
Maintains a variety of records for the purpose of providing up-to-date
documentation of literacy training, interventions, and student achievement.
Oversees student instructional and assessment data collection for the purpose of
providing accurate and timely literacy data for placement, curriculum and
instructional planning.
Participates in meetings, workshops, trainings, and seminars for the purpose of
conveying and/or gathering information required to perform functions.
Performs other related duties as assigned for the purpose of ensuring the efficient
and effective functioning of the work unit.
Researches a variety of information (e.g. courses, professional articles, and/or
books, training models, etc.) for the purpose of developing new programs that
meet staff training needs.
Responds to inquiries for the purpose of resolving problems, providing
information and/or referring to appropriate personnel.
Shares assessment data with faculty as needed for the purpose of providing
pertinent information to inform/adjust instructional practice.
Supports the English department in administering universal screening tests for the
purpose of identifying specific needs and making placement decisions.
Teaches students comprehension, fluency, vocabulary, and phonics as needed
using research-based best practices for the purpose of improving literacy
instruction, implementing district literacy programs, and improving
student achievement.
Job Requirements: Minimum Qualification Skills, Knowledge and Abilities
SKILLS are required to perform multiple, technical tasks with a need to occasionally
upgrade skills in order to meet changing job conditions. Specific skill-based competencies
required to satisfactorily perform the functions of the job include: analyzing data; applying
assessment instruments; applying curriculum and instructional techniques; conducting
meetings; planning and managing projects; preparing and maintaining accurate records;
using curriculum and instructional techniques.
KNOWLEDGE is required to perform basic math; read technical information, compose a
variety of documents, and/or facilitate group discussions; and understand multi-step
written and oral instructions. Specific knowledge-based competencies required to
satisfactorily perform the functions of the job include: assessment instruments and
techniques; strong understanding of Utah Core Standards; demonstrated knowledge of
literacy content and knowledge and use of effective instructional research, pedagogy, and
technology for all learners.
ABILITY is required to schedule a number of activities, meetings, and/or events; often
gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to
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 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 to
moderate. Specific ability-based competencies required to satisfactorily perform the
functions of the job include: networking and facilitating internal and external groups;
communicating with diverse groups and individuals; meeting deadlines and schedules;
working as part of a team; leading, delegating, and organizing tasks; and managing multiple
projects; adapting to changing work priorities; setting priorities; working with detailed
information/data.
Responsibilities: Responsibilities include: working under limited supervision following standardized
practices and/or methods; leading, guiding, and/or coordinating others; and tracking budget
expenditures. Utilization of some resources from other work units is often required to
perform the job's functions. There is a continual opportunity to impact the organization’s
services.
Work Environment: The usual and customary methods of performing the job's functions require the following
physical demands: some lifting, carrying, pushing, and/or pulling, some stooping,
kneeling, crouching, and/or crawling, and significant fine finger dexterity. Generally, the job
requires 30% sitting, 30% walking, and 40% standing. This job is performed in a generally
clean and healthy environment.
Experience: Education: Equivalency:
Job-related experience within a specialized field is
required. Bachelor's degree in a job-related area.
Required Testing:
Certificates and Licenses
State of Utah Teaching License
Reading Endorsement
NCLB Certificate
Continuing Educ. / Training: Clearances
Maintains Certificates and/or
Licenses
Criminal Justice Fingerprint/Background Clearance
FLSA Status Approval
ENGLISH TEACHER: Purpose Statement The job of Teacher - Secondary is done for the purpose/s of providing support to the instructional process by serving as a teacher with specific responsibility for supervising students within the classroom and other assigned areas; -developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; -collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; - responding to a wide range of inquiries from students' parents or guardians regarding instructional programs and student progress. This job is distinguished from similar jobs by the following characteristics: -Requires appropriate secondary-level license and content area endorsement(s). -This job reports to Building Principal Essential Functions, Administers subject-specific assessments, and instructional activities for the purpose of developing formative assessments of student competency levels, planning for enrichment and interventions, and assisting in the development of individual student learning plans. -Advises parents and/or legal guardians of student progress (e.g. progress reports, report cards, parent-teacher conferences, digital and written communications, etc.) for the purpose of resolving concerns; communicating expectations, grades, student achievement, and behavior; reinforcing classroom goals in the home environment. - Assesses and records student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents, and administration regularly. -Attends work regularly to fulfill duties specific to the assignment for the purpose of providing quality educational experiences and continuity for assigned students, parents, and the overall school community. -Collaborates with instructional staff, other school personnel, parents, and a variety of community resources for the purpose of improving the overall quality of student outcomes, -achieving established classroom objectives in support of the school improvement plan. -Coordinates a variety of activities (e.g. field trips, transportation, lesson plans, etc.) for the purpose of ensuring the availability of equipment, materials, and personnel to achieve objectives. -Differentiates instruction through a variety of instructional strategies and activities; providing appropriate interventions for the purpose of helping all students meet assigned course expectations. -Directs assistant teachers, student teachers, instructional assistants, volunteers, and/or student workers for the purpose of providing an effective classroom program and addressing the needs of individual students. - Implements approved academic and behavior plans for students as directed by the school administration and in collaboration with parents/guardians (e.g. 504 plans, IEP plans, special health-care plans, etc.) for the purpose of promoting student achievement and ensuring compliance with regulatory requirements. -Manages student behavior with appropriate strategies (e.g. PBIS, etc.) for the purpose of providing a safe and optimal learning environment. -Models professionalism in all areas of employment and in student interactions according to the PCSD Employee Code of Conduct Policy for the purpose of providing effective instruction, protecting students, and demonstrating appropriate social and interpersonal behaviors at all times. 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 are required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment using pertinent software applications; and preparing and maintaining accurate records. KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations, and/or laws; age-appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies. ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, 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 moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours. Responsibility Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, Monitors students in a variety of educational environments (e.g. classroom, hallways, common areas, school grounds, field trips, etc.) for the purpose of providing a safe and positive learning environment. Participates in all emergency preparedness drills and training as directed by the school administration (e.g. Fire, Evacuation, Lockdown, etc.) for the purpose of ensuring the safety and preparation of all students and staff members for emergency situations. Participates in a variety of meetings (e.g. PLC and Department Meetings, Committee Assignments, IEP/504 Meetings, etc.) for the purpose of conveying and/or gathering information required to perform functions. Prepares a variety of written materials (e.g. grades, attendance, parent communications, anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated requirements. Provides high-quality instruction using proven instructional strategies, technology, and other resources for the purpose of promoting growth and student achievement in assigned academic content areas. Reports incidents related to student safety to appropriate school administration or counseling staff (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of responding to critical needs, maintaining the personal safety of students, providing a positive learning environment, and adhering to District Policy and State Law. Responds to inquiries from a variety of sources in a timely manner (e.g. other teachers, parents, administrators, etc.) for the purpose of resolving issues, and providing information and/or direction. Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution. Supports other classroom teachers with planning and instructional activities (e.g. PLC, Collaboration, Mentoring, etc.) for the purpose of assisting them in the implementation of established curriculum and/or individual student plans. 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: applying assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records. KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations, and/or laws; age-appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies. ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, 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 moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours. Responsibility Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; and operating within a defined budget. Utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization's services. Work 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, frequent stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity. Generally, the job requires 20% sitting, 20% walking, and 60% standing. The job is performed under minimal temperature variations and in a generally hazard-free environment. |
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| Application Procedure | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Complete the online application in the Applicant Portal. Attach the following items to the application:
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