Dual Language Spanish Teacher (PreK)

Waterbury Public Schools

JOB CLASSIFICATION DESCRIPTION

JOB CLASSIFICATION TITLE
Early Childhood: PreK
Dual Language Spanish Teacher
CERTIFICATIONS:
Early Childhood/Elementary: 112, 113, 001, 002, 003, or 008
AND
Bilingual: 110 (Bilingual ECE), 902, or 009
DEPARTMENT
Teaching and Learning

BARGAINING UNIT CLASSIFICATION
Waterbury Teachers’ Association CEA-NEA
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
FLSA DESIGNATION
Exempt

1. Possession of a Bachelor’s degree from an accredited university or college.

1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.

1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
2. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.

1. Teachers in this job class must complete all State CEU requirements for re-certification.

• Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;
• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Knowledge of child development;
• Knowledge of classroom management techniques;
• Knowledge of District curriculum, techniques for integrating curriculum, Board of Education policies, and effective instructional practices;
• Knowledge of instructional technologies;
• Knowledge of learner outcomes;
• Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences;
• Knowledge of multicultural, gender and disability fair curriculum concepts;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Knowledge of the teaching/learning process;
• Some knowledge of community resources;
• Excellent listening skills;
• Excellent oral and written communications skills;
• Human relations skills.
• Skill in classroom management and organization;
• Skill in classroom presentation;
• Skill in human relations, mediation, conflict management and interpersonal interactions;
• Skill in maintaining and developing reports;
• Ability to infuse technology into curriculum;
• Ability to provide instruction that reflects multiple perspectives and multicultural education;
• Ability to work effectively with administrators, colleagues, central office and school based staff, students, parents and community;
• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
• Ability to adapt teaching styles to diverse student populations;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
• Ability to communicate effectively, both orally and in writing;
• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
• Ability to multi task and be flexible;
• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
• Ability to provide appropriate instruction in core subjects;
• Ability to utilize computer and multimedia technology, as appropriate;
• Ability to work in a cooperative learning environment;
• Ability to work with individuals from diverse backgrounds.

1. May direct the work of paraprofessionals.

• Assists the administration in implementing all policies and rules governing student life and conduct and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner;
• Attends staff meetings and serves on staff committees as required;
• Communicates and interacts with students, parents, staff and community;
• Creates a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives;
• Develops, selects and modifies instructional plans and materials to meet the needs of all students;
• Diagnoses the learning disabilities of students on a regular basis, seeking the assistance of central staff as required. Provides input when necessary to student IEPs;
• Encourages parents to participate by demonstrating ways in which they can work with the children in the classroom, and/or assume other responsibilities;
• Establishes learning objectives consistent with appraisal of student needs, requirements of District curriculum framework, and knowledge of human growth and development;
• Establishes procedures for ongoing observation, evaluation, and follow-up of each child’s development and plans for the instructional and developmental needs of each child;
• Establishes relationships with colleagues, students, parents and community which reflect recognition of and respect for every individual;
• Guides the learning process toward the achievement of curriculum goals and in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students;
• Implements the Head Start Program Performance Standards;
• Integrates the educational aspects of the Head Start service areas in the daily program of activities;
• Maintains accurate and complete records as required by law, District and Head Start policy and administrative regulation;
• Maintains appropriate records and follows required procedures and practices;
• Makes 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;
• Makes two home visits and conducts two parent conferences per year with parents of children in the Head Start class to share important information concerning the child, classroom, and curriculum;
• Monitors and evaluates student outcomes;
• Monitors appropriate use and care of equipment, materials and facilities;
• On a regular and consistent basis, meets and instructs assigned classes in the locations and at the times designated;
• Orders materials and equipment as needed for the Head Start class;
• Participates and cooperates with the Head Start program review and self-assessment teams;
• Participates in Head Start in-service meetings/trainings;
• Participates in school management and shares responsibility for the total school program;
• Plans a program of study that, as much as possible, meets the needs, interests and abilities of individuals to ensure Success for Every Student;
• Plans and supervises purposeful assignments for paraprofessionals, classroom assistants, teacher assistants, and volunteers;
• Plans for and utilizes instructional methods, resources and evaluation techniques which motivate and enable each student to achieve learning objectives;
• Provides an atmosphere and environment conducive to the intellectual, physical, social and emotional development of individuals to ensure Success for Every Student;
• Provides an instructional program to meet the needs of all students including students with disabilities;
• Supervises students in a variety of school related settings;
• Takes all necessary and safety precautions to protect students, equipment, materials and facilities;
• Writes instructional plans and prepares for classes assigned;
• Performs related duties as required.