Summary: This position is responsible for providing educational leadership through the Osage Community School District’s curriculum and to facilitate learning that challenges and supports all students in an equitable and safe environment and adheres to the Board of Education’s Educational Philosophy, Board and building educational goals, and Board Policy. This position delivers the curriculum selected by the district, congruent with the district adopted curricula, scope and sequence, and in a manner congruent with district expectations for teaching strategies, approaches, and methodologies.

RESPONSIBILITIES & ESSENTIAL FUNCTIONS

• Enhances academic performance and support for implementation of the school district’s student achievement goals.
• Provides multiple forms of evidence of student learning and growth to students, families, and staff.
• Implements strategies supporting students, building, and district goals.
• Uses student performance data as a guide for decision making.
• Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
• Creates an environment of mutual respect, rapport, and fairness.
• Participates in and contributes to a school culture that focuses on improved student learning.
• Communicates with students, families, colleagues and communities effectively and accurately.
• Demonstrates competence in content knowledge appropriate to the teaching position.
• Understands and uses key concepts, underlying themes, relationships and different perspectives related to the content area.
• Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
• Relates ideas and information within and across content areas.
• Understands and uses instructional strategies that are appropriate to the content area.
• Plans and prepares for instruction.
• Uses student achievement data, local standards and the district curriculum in planning for instruction.
• Sets and communicates high expectations for social, behavioral and academic success for all students.
• Uses student’s developmental needs, background and interests in planning for instruction.
• Selects strategies to engage all students in learning.
• Uses available resources, including technologies, in the development and sequencing of instruction.
• Uses strategies to deliver instruction that meet the multiple learning needs of students.
• Aligns classroom instruction with local standards and district curriculum.
• Uses research-based instructional strategies that address the full range of cognitive levels.
• Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
• Engages students in varied experiences that meet diverse needs and promote social, emotional and academic growth.
• Connects students’ prior knowledge, life experiences and interests in the instructional process.
• Uses available resources, including technologies, in the delivery of instruction.
• Uses a variety of methods to monitor student learning.
• Aligns classroom assessment with instruction.
• Communicates assessment criteria and standards to all students and parents.
• Understands and uses the results of multiple assessments to guide planning and instruction.
• Guides students in goal setting and assessing their own learning.
• Provides substantive, timely and constructive feedback to students and parents.
• Works with other staff and building and district leadership in analysis of student progress.
• Manages the classroom.
• Creates a learning community that encourages positive social interaction, active engagement and self-regulation for every student.
• Establishes, communicates, models and maintains standards of responsible student behavior.
• Develops and implements classroom procedures and routines that support high expectations for learning.
• Uses instructional time effectively to maximize student achievement.
• Creates a safe and purposeful learning environment.
• Pursues professional growth.
• Demonstrates habits and skills of continuous inquiry and learning.
• Works collaboratively to improve professional practice and student learning.
• Applies research, knowledge and skills from professional development opportunities to improve practice.
• Establishes and implements professional development plans based on the teacher’s needs aligned to the Iowa teaching standards and district/building student achievement goals.
• Provides an analysis of student learning and growth based on teacher-created tests and authentic measures as well as any standardized or district-wide tests.
• Fulfills professional responsibilities.
• Adheres to board policies, regulations, district procedures and contractual obligations.
• Demonstrates professional and ethical conduct as defined by state law and individual district policies and regulations.
• Contributes to efforts to achieve district and building goals.
• Demonstrates an understanding of and respect for all learners and staff.
• Collaborates with students, families, colleagues and communities to enhance student learning.
• Demonstrates the understanding and acceptance of similarities and differences among individuals and groups regardless of their age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status or familial status.
• Works courteously and cooperatively with other staff members regardless of their age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status or familiar status.
• Performs other duties as assigned.

KNOWLEDGE, SKILLS AND ABILITIES

• Ability to establish and maintain effective, professional working relationships with district employees, the general public, and outside agencies.
• Ability to work effectively, cooperatively, and respectfully with parent and community members regardless of race, creed, color, gender, sexual orientation, gender identity, ethnic/national origin, religion, marital status, age, socio-economic status or disability.
• Knowledge of processes to address cultural diversity and associated issues related to student performance and instructional methodology.
• Demonstrated experience as a self-starter
• Ability to work independently and in a team environment.
• Effective, professional oral and written communication skills
• Ability to take direction and follow through with expectations from supervisor
• Ability to recognize sensitive issues and maintain confidentiality.
• Ability to supervise paraprofessionals and student teachers as necessary.
• Demonstrated conflict resolution skills.
• Self-directed with ability to prioritize tasks and manage multiple projects simultaneously so tasks are completed in a reasonable manner
• Demonstrated organizational skills
• Effective keyboarding and proofreading skills
• Team player
• Detail oriented
• Problem solver

SPECIFICATIONS/QUALIFICATIONS

• Certification, Teaching License, or other legal credential required.
• Degree(s) required and area of major study.
• Such alternatives to the above qualifications as the Board of Education may find appropriate and acceptable.
• Experience dependent on specific position available.
• Computer competency required – experience with multiple forms of technology preferred.
• Flexibility to easily adapt to changing work environments and assignments as needed

PHYSICAL REQUIREMENTS

The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions.

Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to dial a telephone, to enter data into a computer; to see and read a computer screen and printed materials with or without vision aids; hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; physical agility to lift up to 15 lbs. to height and up to 25 lbs. to waist height; ability to bend, stoop, walk and reach overhead.

ADA accommodations may be requested.

WORKING CONDITIONS

The work environment characteristics described are representative of those an employee encounters while performing the essential functions of this job. Duties are normally performed in a school/classroom environment, and may include duties performed on field trips away from the school. Lighting and temperature are adequate, and there are no hazardous or unpleasant conditions caused by dust or other materials.

The statements contained herein describe the scope of responsibility and essential functions of this position, but should not be considered to be an all-inclusive listing of work requirements. Individuals may perform other duties as assigned. Nothing in this job description restricts management’s right to assign or reassign duties and responsibilities to this job at any time unless restricted by a negotiated contract.