Title I Teacher North Middle

Sioux City Community School District•Sioux City, IA

About The Position

The teacher is focused on student intervention in math and reading in the Title I classroom and will ensure that the Sioux City Community School District programs and curricula are implemented in a way that maximizes student-learning experiences. The teacher is responsible for the supervision and evaluation of all students within his/her teaching assignment. Consistent with the Department of Education and Sioux City Community School District policies, the teacher will work within an established framework for the delivery of educational services which support student learning. Working collaboratively with a team of educational professionals, the teacher will demonstrate a strong commitment to planning for the improvement of student achievement as well as a comprehensive understanding of the District's Multi-Tiered System of Supports. Organizes and presents instruction in an instructional environment which helps students learn the subject matter and skills that will contribute to their educational and social development.

Requirements

Valid Iowa teaching certificate
Bachelor's Degree from an accredited college or university with a major in elementary education, or an acceptable content area.
Must possess proper state certification and licensure for the position.
Strong written and verbal communication skills
Ability to communicate effectively with a variety of individuals and groups from all levels of the organization, including staff, principals, and central administration.
Effective listening skills.
Solid background in assessment and have the ability to interpret data, which may be very complex and varied.
Ability to apply assessment strategies and link assessment data analysis to school improvement, curriculum, and professional development.
Competent in various methods in research and information gathering through technology.
Ability to present and communicate through technology

Nice To Haves

Experience in Title I Reading and Math programs or similar literacy-related teaching.
Knowledge of varied Reading and math strategies and techniques.
Elementary school experience.
Leadership ability.
Such alternatives as may be acceptable to the Superintendent.
The employee is expected to demonstrate continued professional growth specific to the program(s).

Responsibilities

Develop and maintain long-range and daily student intervention plans.
The individual prepares course objectives and outlines for course of study following curriculum guidelines or requirements of the district and state.
Use various teaching strategies such as group work, lecture, mini-lessons, exploration, questioning, discussion, demonstrations, audiovisual aids, and other cooperative teaching techniques.
Focuses learning on the next concept beyond that which the student already knows.
Use a variety of formative assessment strategies and continually evaluate student's academic and social growth, using differentiated instruction to allow students to apply current knowledge.
Maintain records for student attendance, evaluations, report cards, discipline records, and documents required by the School Board or Department of Education using prescribed formats.
Make provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
Communicate with parents through a variety of methods or means in order to develop a positive reinforcement of interest in student's progress.
Maintain clear, firm, and reasonable work standards and due dates; circulate during classwork to check all students' performance; use oral, written, and other work products to check student progress; pose higher level questioning.
Provide feedback on in-class work to encourage student growth; regularly provide prompt feedback on assigned out-of-class work; affirm a correct oral response appropriately; provide sustaining feedback after an incorrect response or no response by probing, repeating the question, or allowing more time.
Share in the sponsorship of student activities and participate in faculty committees.
Cooperate with other staff members in assessing and helping pupils address social, emotional, and academic issues and the MTSS process.
Attend scheduled professional development and make use of materials and techniques that improve the educational program.
Maintain professional competence through self-selected professional growth activities.
Continue intellectual and professional development and pursue further education in the primary academic discipline.
Participate in evaluating resources to deliver the desired curriculum.