French Teacher - All Levels

Muscatine Community School District•Muscatine, IA

1d•Onsite

About The Position

The Muscatine Community School District is seeking a French Teacher for all levels. This position is funded by the General Operating fund and reports to the Principal. The role is a contract, exempt position with an 8-hour workday that includes a 25-minute duty-free lunch and a personal planning period. The primary objective is to provide instruction to students, adhering to the Iowa Teaching Standards and district curriculum. Teachers are expected to demonstrate competence in content knowledge, planning, instruction delivery, student assessment, classroom management, professional growth, and fulfilling professional responsibilities established by the school district.

Requirements

Hold an appropriate license issued by the Board of Educational Examiners, as set by the State of Iowa Department of Education.
Appropriate State of Iowa certification prior to the start of each contract year.
Employee must be capable of working under stress with large numbers of students, parents and co-workers.
Mental acuity is required.
Mental and physical ability to manage classroom discipline is essential.
Communication Skills: Oral (XX Instructional, XX Students, XX Staff, XX Public), Writing (XX Lesson Plans, XX Students, XX Staff, XX Public).
Content expertise: Academic subject matter.
Knowledge of student’s needs in your classes.
Able to work well with students, teachers, counselors, parents and other job-related persons.
Ability to work within the job description with independence and to make judgments and decisions.
Basic understanding of the operation of building systems including security, intercom, telephone, fire and alarm systems.
Human relations skills are essential.

Nice To Haves

Lack of mobility may limit teaching locations.

Responsibilities

Provides multiple forms of evidence of student learning and growth to students, families, and staff.
Implements strategies supporting student, 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.
Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
Uses knowledge of student development to make the 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.
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 of all students.
Uses student 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.
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.
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 in 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.
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 routine that support high expectations for learning.
Uses instructional time effectively to maximize student achievement.
Creates a safe and purposeful learning environment.
Demonstrates habits and skills of continuous inquiry and learning.
Works collaboratively to improve professional practice and learning.
Applies research, knowledge, and skills from professional development opportunities to improve practice.
Establishes and implements professional developmental plans based upon the teacher needs 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 and district tests.
Adheres to board policies, district procedures, and contractual obligations.
Demonstrates professional and ethical conduct as defined by state law and individual district policy.
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.
Assist with annual building-wide goal development.
Provide student supervision (duty time) as grade level appropriate.
Actively participate in parent conferences and district in-services.
Other duties as assigned.