Job Summary:
Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partner with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.
Education, Work Experience, and Licensure:
Required:Bachelor’s Degree Licensed by the State Department of Elementary and Secondary Education in Massachusetts in Digital Literacy/ Computer Science (5-12) Knowledge of Computer Science curriculum in secondary education MA DESE Certified Acceptable C.O.R.I., S.O.R.I, DCF and fingerprint report as determined by the Superintendent
Preferred:Master’s Degree Competency in use of current related educational technology.
Compensation:Per Unit A Contract
Supervision: Reports to the Building Principal.
Performance Responsibilities:
- Responsible for instructional and general duties as indicated by the Principal and directives of the Superintendent of Schools or his/her designee, and policies of the Granby School Committee
- The teaching load for this position requires the teacher to teach courses for students in grades 7-12, specifically, Cybersecurity, AP Computer Science, Computer Science, and two PLTW courses (Design and Modeling & Robotics)..
- Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
- Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.
- Ability to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
- Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
- Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
- Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
- Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.
- Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
- Uses strategies to support every family to participate actively and appropriately in the classroom and school community.
- Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Employs two-way communication with families about student performance and learning and responds promptly and respectfully to communications from families.
- Shows understanding of and sensitivity to different families' home language, culture, and values.
- Reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.
- Seeks out and applies ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
- Effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
- Attends and participates in faculty meetings.
- Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
- Consistently fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
- Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations
- Maintains accurate, complete and correct records as required by law, school policy and administrative procedures
- Administers or monitors group tests.
- Acts as a Mandated Reporter (Chapter 119, Section 51A).
- Complies with the Non-Violent Crisis Intervention Policy.
- Other duties may be assigned by the Administration
Abilities:
- Technology Use – School System Database, standard Microsoft and Google products and web-based sites.
- Learning Strategies - Selecting and using instructional methods and procedures appropriate for the situation.
- Written and Oral Comprehension and Expression - Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand.
- Team Player - Being respectful as part of a team and displaying constructive, collaborative behaviors.
Requirements
Special Knowledge/Ability Required for the Position:
Must be able to work collaboratively with faculty and parents/guardians to promote the educational development of students. Has the ability to interact respectfully with teachers, parents, students and community members to promote a positive view of the school. Ability to respond appropriately to criticism from parents/guardians. Ability to work as a member of a team to promote the mission and goals of the school.
Physical Requirements:
The position requires a moderate amount of walking, standing, sitting and climbing stairs and step stool whenever necessary. Activities also include moderate physical exertion in body movement such as reaching, bending, twisting, grasping, pushing, and pulling of objects. The position requires lifting objects of 20 pounds on a frequent basis, and over 20 pounds occasionally. There is a frequent requirement of fine manipulation associated with the required use of a computer, typewriter, keyboard, calculator, and other business machines.
The Granby Public Schools is an Equal Opportunity Employer. It is the policy of the Granby Public Schools District not to discriminate on the basis of race, color, sex, religion, national origin, gender identity, sexual orientation, homelessness, or disability in its educational policies as required by Title VI, Title IX, Section 504, and Chapter 622.Chapter 622 is a state law and Title VI, Title IX, and Section 504 are federal laws.
