Teacher - Homebound Instructor
Job | Posted a month ago
Waterbury Public Schools
JOB CLASSIFICATION DESCRIPTION
JOB CLASSIFICATION TITLE
Teacher Homebound Instructor
BARGAINING UNIT CLASSIFICATION
Receives administrative direction from the Principal or other administrative official of a higher grade
Exempt; $33.00 per hour, 10 months, hours may vary. Note: This is a non-union, no benefits, part-time, grant funded position that exists as long as grant funds are available.
PART I - SUMMARY OF CLASSIFICATION
This class is accountable for ensuring that homebound children in the District identified as capable of benefiting from instruction be provided with an ongoing educational program.
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
A. EDUCATION AND EXPERIENCE
- Possession of a Bachelor’s degree from an accredited university or college.
- Must possess a valid Connecticut Certification in ONE of the three areas:
- Comprehensive Special Education PK-12 (065)
- Comprehensive Special Education K-12 (165)
- Comprehensive Special Education 1-12 (265)
- In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
- Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
- Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
D. CONTINUING EDUCATION REQUIREMENTS:
E. KNOWLEDGE, SKILLS AND ABILITIES
- Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;
- Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
- Knowledge of child development;
- Knowledge of classroom management techniques;
- Knowledge of instructional technologies;
- Knowledge of learner outcomes;
- Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences;
- Knowledge of multicultural, gender and disability fair curriculum concepts;
- Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
- Some knowledge of community resources;
- Excellent listening skills;
- Skill in classroom management and organization;
- Skill in classroom presentation;
- Skill in human relations, mediation, conflict management and interpersonal interactions;
- Skill in maintaining and developing reports;
- Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
- Ability to adapt teaching styles to diverse student populations;
- Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
- Ability to communicate effectively, both orally and in writing;
- Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
- Ability to multi task and be flexible;
- Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
- Ability to provide appropriate instruction in core subjects;
- Ability to utilize computer and multimedia technology, as appropriate;
- Ability to work in a cooperative learning environment;
- Ability to work with individuals from diverse backgrounds.
PART III - POSITION SUPERVISES
- May direct the work of paraprofessionals.
PART IV - ESSENTIAL FUNCTIONS
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
- Acquires personal acquaintanceship with the student's parents or guardians, and works to establish with them an understanding and cooperative relationship based on the student’s individual needs;
- Assumes responsibility for obtaining textbooks and other teaching materials necessary through the procedures established;
- Devises, with the advice of curriculum specialists, an instructional program for each assigned student receiving homebound instruction on a permanent basis;
- Devises, with the advice of the student’s regular teacher or teachers, an instructional program for each assigned student receiving homebound instruction on a temporary basis;
- Files written progress reports on each assigned student with the student’s parents or guardians, and in the case of students temporarily assigned, with their regular teacher or teachers;
- Interprets the program for the homebound to the regular District staff and to the community at large as required;
- Keeps informed in a systematic way of trends and new methods in education, remaining always alert to possibilities inherent in such information for adaptation to the particular needs of homebound instruction;
- Keeps, maintains, and files such reports and records as the special services director may require, including attendance reports and case evaluation;
- Meets with each assigned student on a daily basis for the purpose of providing instruction;
- Works with members of the special services and pupil personnel teams to identify the educational needs and the physical and learning capabilities of students;
- Performs related duties as required.
PART V - Working Conditions, Physical and Mental Requirements
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.
Frequency: Place an “X” in each box that is appropriate to your job.
|NEVER (N)||OCCASIONALLY (O)||FREQUENTLY (F)||CONSTANTLY (C)|
|0 % of Shift||1-33% of Shift||34-66% of Shift||67-100% of Shift|
|Working Conditions||N||O||F||C||Working Conditions||N||O||F||C|
|Physical Demands||Depth Perception||X|
|Carrying||X||Little Physical Effort (-10 lbs.)||X|
|Pushing||X||Light Work (-20 lbs.)||X|
|Pulling||X||Medium Work (20-50 lbs.)||X|
|Climbing||X||Heavy Work (50-100 lbs.)||X|
|Balancing||X||Very Heavy Work (100+ lbs.)||X|
|Kneeling||X||Cold (50 degrees F or less)||X|
|Crouching||X||Heat (90 degrees F or more)||X|
|Grasping||X||Extreme Noise or Vibration||X|
|Twisting||X||Exposure to Chemicals||X|
|Feeling||X||Exposure to Gases and Fumes||X|
|Talking||X||Exposure to Unpleasant Odors||X|
|Hearing||X||Exposure to bodily fluids||X|
|Repetitive Motion||X||Exposure to dampness||X|
|Hand/Eye/Foot Coordination||X||Confinement to Small or Restricting Area||X|
|Visual Acuity/Near||X||Mechanical Hazards||X|
|Visual Acuity/Far||X||Physical danger or abuse||X|
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.
Waterbury Public Schools
236 Grand St., Waterbury, CT 06702
Compare with State
Amount per Student
State Average: $20,481
% ELL Students
State Average: 7%
Student Teacher Ratio
State Average: 12.29
% IEP Students
State Average: 14%
State Average: 479