Lower School Teacher

Georgetown International Academy•Georgetown, TX

22h•Onsite

About The Position

The Grade 2 classroom teacher provides a positive, caring environment conducive for the development of the skills, attitudes and dispositions reflected in our learner profile, and supports the learning of students across all developmental areas. The Grade 2 classroom teacher is a positive role model and sets an example of high moral, ethical and professional standards. The Grade 2 classroom teacher is working to achieve the school’s mission and goals as well as uphold the policies and procedures of GIA School. The Grade 2 classroom teacher will communicate on a professional level with all GIA stakeholders and maintain appropriate collegial relationships with the faculty, staff and administration.

Requirements

BA degree or higher and valid teaching certification
Excellent communication skills, able to engage students and adults alike
Technology Literate and able to integrate technology into the work done by students
Minimum of two years relevant teaching experience

Responsibilities

Offer a comprehensive, standards-based K-8 Education program that promotes the development of key learning skills for language arts, mathematics, science, social studies and citizenship in a safe learning-focused environment.
Assess and report the development of these skills utilizing standardized based reports appropriate for this age level.
Assist students in developing the skills for goal setting, self assessment on learner objectives, evaluative portfolio and student-led conference preparation.
Develop learning groups and pairings in advance to set up beneficial learning situations to develop skills for cooperation and collaboration.
Ensure a safe environment is provided.
Support the After School Activities program.
Participate enthusiastically in special events throughout the year.
Plan and prepare lessons reflecting a solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that age level and subject areas.
Actively seek knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attain this knowledge for groups of students.
State instructional outcomes as goals reflecting high-level learning and curriculum standards, suitable for all students in the class, representing different types of learning, and assessable. The outcomes will reflect opportunities for coordination and integration.
Be fully aware of the resources available through the school to enhance their own knowledge, to use in teaching, or for students who need them.
Coordinate knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes and suitable for groups of students. The lesson or unit will be designed with a clear structure and to engage students in significant learning. Units will be designed according to the principles of Understanding by Design and will be kept current in the online curriculum, using Atlas Rubicon.
Plan for student assessment that is standards based, aligned with the instructional outcomes, uses clear criteria, and is appropriate to the needs of students. Use assessment results to plan for future instruction for groups of students.
Ensure classroom interactions between the teacher and students and among students will be polite and respectful, reflecting general warmth and caring, and will be appropriate to the cultural and developmental differences among groups of students.
Foster a classroom culture characterized by high expectations for all students and genuine commitment to the subject by both teacher and students, with students demonstrating pride in their work.
Establish well organized classroom routines and procedures for transitions, handling of supplies, and non-instructional duties to occur smoothly to avoid the loss of instructional time.
Clearly communicate school and class expectations for behavior to students, and monitor student behavior fairly against those expectations. Respond to student behavior appropriately, respecting students’ dignity and promoting learning and growth.
Ensure the classroom is safe, and learning is accessible to all students; ensure that the physical arrangement is appropriate to the learning activities. Make effective use of physical resources, including technology.
Ensure expectations for learning, directions and procedures, and explanations of content are clear to students. Communications will be appropriate for students’ cultures and levels of development.
Use effective questioning techniques to elicit thoughtful responses, and allow sufficient time for students to answer. Encourage all students to participate in the discussion, with the teacher stepping aside when appropriate.
Ensure activities and assignments, materials, and groupings of students are fully appropriate for the instructional outcomes and students’ cultures and levels of understanding. All students will be engaged in work of a high level of rigor. The lesson’s structure will be coherent, with appropriate pace. Technology will be infused throughout the curriculum to enhance student learning.
Regularly use assessment in instruction, through self-assessment by students, monitoring of progress of learning by the teacher and/or students, and high-quality feedback to students. Ensure students are fully aware of the assessment criteria used to evaluate their work.
Promote the successful learning of all students, making adjustments as needed to instruction plans and accommodating student questions, needs, and interests.
Develop an appropriate portfolio for students’ work.
Provide accurate and objective descriptions of lessons, citing specific evidence. Make specific suggestions as to how the lessons might be improved.
Maintain accurate, efficient, and effective systems for maintaining both instructional and non-instructional records.
Communicate frequently with families and successfully engage them in the instructional program. Convey information to families about individual students in a culturally appropriate manner.
Participate actively in the professional learning community and in school events and projects, and maintain positive and productive relationships with colleagues.
Seek out opportunities for professional development based on an individual assessment of need and actively share expertise with others. Welcome feedback from supervisors and colleagues.
Display a high level of ethics and professionalism in dealings with both students and their families and with colleagues, complying fully and voluntarily with school policies and regulations.