High School Social Studies Teacher
BASIC FUNCTION: This employee is responsible for instructional planning, management of behavior, delivery of instruction, and assessment of performance for all assigned students.
INSTRUCTIONAL PLANNING: The teacher plans using the Mississippi College and Career Readiness Standards, the school district’s curriculum, effective strategies, resources, and data to meet the needs of all students. Examples of meeting this performance expectation include, but not limited to:
- Guiding the learning process toward the achievement of curriculum goals and in harmony with the district goals, establishing clear objectives for all lessons, units, and projects and communicating these objectives to students.
- Planning for differentiated instruction.
- Planning units of instruction that are aligned with state standards and curriculum frameworks.
- Preparing for classes assigned and showing written evidence of preparation upon request of an immediate superior.
- Knowing the curriculum in its entirety for assigned grade level and participating in peer coaching, as needed.
- Researching and creating lessons that compliment/supplement the school's program and student academic needs.
- Using student data to guide planning.
- Developing appropriate short and long range plans and adapting, when needed.
- Planning instructional time for appropriate pacing, content mastery, and transitions.
- Demonstrating a deep knowledge of the content and augmenting such in the form of remediation, intervention, and enrichment.
- Implementing students’ IEPs and attend conferences, as needed.
- Using research based principles of effective teaching.
- Engaging and maintaining students in active learning.
- Differentiating instruction to meet students’ needs.
- Communicating clearly and checking for understanding.
- Using instructional technology to enhance student learning.
- Developing, selecting, and modifying instructional plans and materials to meet the needs of all students.
- Maintaining appropriate records and following required procedures and practices.
STUDENT ACADEMIC PROGRESS: The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Examples of meeting this performance expectation include, but not limited to:
- Considering state content standards and assessments when planning classroom assessments.
- Using classroom assessment results to drive instruction and planning.
- Setting acceptable, measurable, and appropriate achievement goals for student academic progress based on baseline data.
- Documenting the progress of each student throughout the year.
- Serving as proctor for site-based proctored exams including all state testing whether the state test is being administered at the teacher’s assigned school site, or at any school in the district.
- Grading student work and entering grades in the grade book(s) in a timely manner.
- Conducting progress reports at required intervals during the school year.
- Plans and implements systematic assessments.
- Providing evidence that achievement goals have been met, including the state-provided growth measure when available, as well as other multiple measures of student growth.
- Collaborating and communicating effectively within the school community to promote students’ well-being and success.
- Adhering to federal and state laws, school policies, and ethical guidelines.
- Setting goals for improving knowledge and skills.
- Engaging in activities outside the classroom intended for school and student enhancement.
- Working in a collegial and collaborative manner with administrators, other school personnel, and the community as a whole.
- Building positive and professional relationships with parents/guardians through frequent and effective communication concerning students’ progress.
- Serving as a contributing member of the school’s Professional Learning Community through collaboration with colleagues.
- Demonstrating a consistent mastery of standard oral and written English in all communication and correspondence.
PROFESSIONAL KNOWLEDGE: The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Examples of meeting this performance expectation include, but not limited to:
- Effectively addressing appropriate learning standards.
- Integrating key content elements and facilitating students’ use of higher order thinking skills in instruction.
- Demonstrating the ability to link present content with past and future learning experiences and real world experiences and applications.
- Demonstrating accurate knowledge of the subject matter.
- Demonstrating skills relevant to the subject area taught.
- Planning and basing instruction on goals that reflect high student expectations.
- Demonstrating an understanding of the intellectual, social, emotional, and physical development of the age group.
LEARNING ENVIRONMENT: The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Examples of meeting this performance expectation include, but not limited to:
- Managing student behavior to provide productive learning opportunities for all students.
- Arranging the classroom to maximize learning while providing a safe environment.
- Maximizing instructional time and minimizing disruptions.
- Establishing a climate of trust, teamwork, and respect by being fair, nurturing, and trustworthy.
- Establishing clear expectations for student behavior.
- Establishing classroom rules and procedures, communicating such to all stakeholders, and enforcing such consistently and fairly.
ASSESSMENT: The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. Examples of meeting this performance expectation include, but not limited to:
- Using pre-assessment data to develop expectations for students, to differentiate instruction, and document learning.
- Involving students in setting learning goals.
- Using a variety of assessment strategies and instruments that are valid and appropriate for the content and grade level of the student.
- Aligning student assessment with established curriculum standards and benchmarks.
- Using assessment tools for both formative and summative purposes and to inform, guide, and adjust students’ learning.
- Using grading practices that report final mastery in relationship to content goals and objectives.
- Giving constructive and frequent feedback to students regarding their learning.
Other duties as required
EDUCATION AND EXPERIENCE: Bachelor's degree and/or appropriate state certification.
GENERAL REQUIREMENTS: Satisfactory background check