University of Texas at El Paso (UTEP) Teacher Resident

Ysleta Independent School District•El Paso, TX

2d•Onsite

About The Position

The UTEP teacher resident (TR) is a student teacher who participates in a year-long clinical experience under the guidance of a highly effective mentor teacher (MT). A resident observes and learns on the job in preparation for a teaching career while earning a degree (typically a bachelor’s, but in some cases a master’s) and/or certification from the University of Texas at El Paso. For a full school year, full-time, the resident works alongside the MT. TRs are actively engaged in as many elements of the classroom as possible from the very beginning of the residency year. The TR will gradually assume greater responsibilities throughout the residency year as they develop as a teacher. Compensated roles must not compromise learning goals for future teachers. Adhere to federal and state laws, as well as, district policies, procedures and regulations.

Requirements

Strong work ethic, open to feedback, with willingness to implement next steps, and a belief that all students can achieve.
Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences.
Knowledge of subject matter being taught.
The following are the required documents that must be submitted in order to be considered for an interview. You may attach the documents to your application or bring them into the YISD Central Office located at 9600 Sims Dr., El Paso, TX 79925. For more information, please contact the HR Department at 915-434-0428.

Nice To Haves

Preference given for experience working successfully with those of similar demographics to the desired school placement.
Three (3) year commitment (preferred) to YISD.

Responsibilities

Co-plan and co-teach with MT and other team members, leading small group instruction, leading instruction without the MT present (with planning support from MT).
Attend professional development prior to the start of the school year and on-going throughout the school year.
Participating in team planning, Professional Learning Communities, school-based professional development, campus faculty meetings, and meetings with their Site Coordinator (SC).
Work with the MT to monitor and improve instruction with formative and summative assessments, grading, data analysis, and rubrics to identify next steps.
Adapt and improve high-standards, differentiation-ready lesson plans that motivate strong student learning, after learning to deliver such lessons prepared by the MT and/or experienced team members.
Manage procedures, supervising students, and developing students’ social-emotional skills during transitions, lunch, recess, assemblies, and other activities, and while team teachers plan or deliver instruction.
Embrace feedback from MTs and the Site Coordinator before, during, and after informal and formal observations.
Take responsibility for other non-instructional duties as assigned by the MT.
Provide intervention to small groups throughout the day and/or before/after school.
Attendance at the work site is required to meet essential functions of the job.
Identify and address individual students’ social, emotional, and behavioral learning needs and barriers.
Hold students accountable for ambitious, measurable, high expectations of behavior and engagement.
Contribute to a culture of respect, enthusiasm, and rapport.
Manage student behavior during transitions and less structured time (such as recess, lunch).
Monitor independent work time in classroom while teacher provides instruction.
Identify and suggest ways to engage students in a physical/virtual classroom that include technology.
Co-Plan with MT and team.
Ensure a high-standards, differentiation-ready curriculum.
Plan backward to align all lessons, activities, and assessments with high-expectation standards & curriculum.
Implement and suggest improvements to instruction that develop higher-order thinking skills and is personalized, reflecting the levels and interests of individual students.
Implement and suggest improvements to assessments that accurately assess student progress.
Provide small-group instruction under the direction and using tools/rubrics of the MT and team.
Supervise student skills practice, projects, and digital learning.
Co-Teach with MT.
Lead whole-group instruction.
Participate in instructional planning, data review, and improvement during the year.
Solicit and willingly receive feedback from MT, Principal, SC, and team members to improve professional skills.
Meet with MT to ensure alignment of instructional vision and delivery in all classrooms and to troubleshoot students’ persistent learning challenges.
Collaborate with other grade-level team members.
Participate in professional development opportunities at school.
Progressively increasing participation in planning, preparation, instruction and other responsibilities.
Attend and participate in training and staff development to improve job-related skills and to keep up with best practices, state and highly qualified certification requirements.
Keep informed of and comply with state, district, and school regulations and policies for documents required.
Work with other members of staff to determine instructional goals, objectives and methods according to district requirements.
Maintain a professional code of ethics and be a positive role model for students.
Support the mission of the district.
Attend and participate in faculty meetings and serve on staff committees as required.
Keep up to date with changes in the state TEKS curriculum.
Take all necessary and reasonable precautions to protect students, equipment, materials and facilities.
Perform other duties as assigned.