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Mathematics Educator

2 months ago

Lawrenceville, Georgia, United States Gwinnett County Public Schools Full time

Position Type:
Educators/Tchr Math

Location:
Gwinnett County Public Schools

Job Code:Tchr Math

Standard Hours:40
Department:Grades

Employment Classification:ALT

Salary Range:
Minimum: $59,146.00/Annually
Maximum: $112,000.00/Annually

Scheduled Days:190

Target Openings:1

Licensure and Certification Requirements:
Must fulfill Georgia certification standards in the relevant educational field.

Educational Requirements:
A Bachelor's degree in a relevant educational discipline from a Professional Standards Commission (PSC) accredited institution is mandatory.

Experience Requirements:
Prior teaching experience is preferred.

Skills Requirements:

Proficient understanding of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum, with comprehensive knowledge of the subject matter in the area of certification; adeptness in integrating curriculum, GCPS policies, and effective teaching methodologies; capability to comprehend the teaching/learning process; proficiency in incorporating technology into instruction to enhance student learning; ability to collaborate effectively with administrators, colleagues, central office, and school-based staff, students, parents, and the community; exceptional oral and written communication skills; and strong interpersonal skills.



Core Responsibilities:

Design suitable learning experiences for students based on the district's Academic Knowledge and Skills (AKS) curriculum and foster an environment conducive to the intellectual, physical, social, and emotional growth of students.


1. Exhibit mastery of the subject matter being taught.

2. Establish and prioritize short and long-term instructional goals based on district AKS curriculum.
a. Identify essential prerequisite skills and/or knowledge necessary for students to grasp the AKS.
b. Plan instruction as required to facilitate student mastery of prerequisite skills and knowledge.
c. Analyze student work and assessments to identify instructional needs.
d. Prepare written lesson plans to support instructional objectives of the AKS for all students.
e. Plan appropriate assessments of student learning.

3. Evaluate, select, and adapt resources and activities.
a. Review resources including district core materials.
b. Choose core materials and other resources that align with the AKS.
c. Select resources that cater to the learner(s) needs.
d. Choose resources that reflect scientifically-based research on effective instruction.

4. Provide initial focus for the lesson.
a. Communicate specific learning objectives to students.
b. Connect lesson content to students' prior knowledge, background experiences, and/or real-world applications of content.
c. Engage students through active participation.

5. Organize content for lesson presentation.
a. Present information in a coherent sequence.
b.

Structure the presentation of content into segments based on the students' needs and the complexity of the material.

c. Follow research-based organizational plans for content delivery, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.

6. Employ scientifically researched effective instructional strategies and methods to facilitate student learning.
a. Assess students' understanding of the AKS and provide specific feedback to students and parents.
b. Offer collaborative learning opportunities to enhance student achievement.
c. Provide multiple opportunities for distributed guided practice followed by independent practice.
d. Teach essential content-related vocabulary.
e. Utilize a variety of nonverbal/visual representations of content and skills.
f. Instruct students to summarize their learning.
g. Teach skills for improving reading and writing proficiency/literacy across content areas.
h. Access and/or build students' background knowledge and experience.
i. Utilize and teach questioning and cuing/prompting techniques.
j. Use technology effectively to plan, teach, and assess.
k. Implement inquiry-based problem-solving learning strategies with students across all content areas.
l. Instruct and require students to set personal goals for enhancing their academic performance.
m. Guide students in comparing and contrasting knowledge, concepts, and content.

7. Provide formative assessments that gauge student progress toward AKS objectives.
a. Monitor students' learning progress through various techniques.
b. Adjust instructional plans based on formative assessment outcomes.
c. Provide criteria that enable students to evaluate their own progress toward an objective.

8. Provide summative assessments that measure student achievement of objectives.
a. Evaluate students' understanding of the AKS.
b. Administer assessments that are suitable for the learner(s).
c. Maintain assessment records for each student.
d. Communicate assessment results to students.
e. Utilize assessment outcomes to inform subsequent instruction.

9. Organize the learning environment to maximize student engagement.
a. Arrange the classroom to facilitate learning.
b. Ensure smooth transitions between activities.
c. Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.

10. Uphold behavior conducive to learning.
a. Define and communicate behavior expectations to students.
b. Monitor behavior and provide appropriate feedback to students.
c. Manage inappropriate behavior effectively.
d. Focus on student behavior rather than personality.
e. Handle sensitive situations with discretion.
f. Encourage participation from all students.
g. Foster mutual respect between teacher and students.
h. Convey warmth, friendliness, and enthusiasm.

11. Engage in professional development and learning activities.
a. Apply new knowledge and skills acquired in planning and delivering student instruction.
b. Demonstrate evidence of progress toward individual professional goals.

12. Maintain professional responsibilities and serve as a role model.
a. Utilize standard written expression and acceptable oral communication.
b. Demonstrate punctuality to class, assigned duties, and other school activities.
c. Submit records, reports, and forms accurately and promptly.
d. Provide clear plans for substitute educators.
e. Maintain regular attendance.
f. Show willingness to share ideas, methods, and materials.
g. Collaborate with staff and support the development of school activities and goals.
h. Encourage positive communication between school and home.
i. Ensure effective communication with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning.

13. Perform additional duties as assigned.

Physical Requirements:

While executing the responsibilities of this position, the employee is frequently required to sit for extended periods. The employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. Occasionally, the employee may need to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds.

Specific vision abilities required by this position include close vision, distance vision, color vision, depth perception, and the ability to adjust focus.

Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.