MASA Jobsite Online

Minnesota Association of School Administrators

Wisconsin

Teacher- Family and Consumer Science

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JOB GOAL:
To enable the District to provide quality education for all students in the District. This position will be part of a team that teaches Family and Consumer Science courses such as Culinary Arts, Applied Design, Children and Families, Food Science and Consumer Education and Careers. The Hudson High School Culinary Arts Program develops high-level skills and competencies demanded in the food service industry. Our state of the art kitchen and cafe will further our students culinary skills while developing industry-specific business, managerial, and leadership skills to expand our students career prospects beyond the kitchen. Teachers will be supported by a highly functioning department and team.

ESSENTIAL FUNCTIONS:
Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:
1. Planning and organizing effectively.
2. Demonstrating competency in his/her area.
3. Creating and maintaining an atmosphere conducive to learning.
4. Providing opportunities for individual differences.
5. Making provisions for individual differences.
6. Encouraging the development of independent work habits.
7. Using appropriate language for students to model.
8. Using varied and appropriate instructional techniques to accomplish predetermined instructional objectives.

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:
1. Encouraging respect for the rights, opinions, property, and contributions of others.
2. Being sensitive to factors which affect pupil achievement and behavior.
3. Being available for extra help.
4. Using methods of management that result in desired changes in behavior.
5. Communicating and maintaining a working relationship with parents.
6. Maintaining confidentiality with respect to students and their records.
7. Refraining from personal criticism of staff to students.
8. Avoiding use of position for commercial gain.

The teacher is expected to establish and maintain a professional relationship with fellow staff members by:
9. Cooperating with other staff members.
10. Consulting with co-workers in evaluating and meeting student needs.
11. Leaving clear and complete instructions for substitutes.
12. Following curriculum and policies approved by the Board.
13. Cooperating in evaluation of present curriculum.
14. Recommending possible revision of curriculum.
15. Being proficient or distinguished in all areas listed on the Teacher Performance Evaluation.
16. Communicating professionally and respectfully with students, staff, parents, and community members, using oral, written, and electronic means.
17. Attending work regularly.
18. Performing other duties as assigned.

Professional Development: The teacher is expected to demonstrate professional development by:
1. Participating actively in inservice programs.
2. Keeping abreast of professional developments in his/her particular area and in education as a whole.
3. Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.

Instructional Coach

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JOB FUNCTION:
The Instructional Coach is a critical component in improving student achievement.  Instructional coaches increase and improve student growth and learning by building trusting relationships, coaching, collaborating, and consulting.  Through their work, instructional coaches will build teacher efficacy, confidence, and independence, and ultimately positively impact student growth and learning.  An instructional coach is a learner who models continuous learning and professional growth, and goes above and beyond to ensure student success.  The instructional coach will work with building staff and as a member of the district coaching team to ensure high student growth and learning. This is not a supervisory position and does not include evaluation of colleagues.

JOB RESPONSIBILITIES:
1.  Engage teachers in reflective work and planning related to the continuous improvement of  instructional practices. This work could include goal setting, co-planning, co-teaching, data/evidence collection, modeling, leading reflective conversations, and problem solving, all with the intent to enhance self-directed learning that leads to better outcomes for students.
2.  Provide on-going, job-embedded professional learning and development opportunities for teachers both at the building and district level.
3.  Collaborate with building administration to develop, implement and measure the School Improvement plan.
4.  Conduct planning meetings with teachers to analyze student work, review information regarding classroom assessments, and plan for instruction.
5.  Assist with, facilitate, and help lead the implementation of research based instructional practices and consistent messaging related to subject-area content and use of district approved resources and materials.
6.  Help build the collective capacity of PLC teams, providing differentiated support to teachers and teams based on their needs.
7.  Help develop model lessons and classrooms, organize opportunities for staff to observe model instruction, and facilitate post observation conversations and learning.
8.  Work collaboratively with the Director of Teaching and Learning and K-12 Coaching team to improve coaching and instructional practices.
9.  Attend and/or provide summer training for staff, including learning opportunities for new and returning staff.
10.  Attend training to continuously improve and grow professionally in order to best serve teachers and impact student learning.
11.  Other duties as assigned.

Teacher- Gifted and Talented

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JOB FUNCTION:
To help students master subject matter and skills in a learning environment which allows for the intellectual, physical, emotional, cultural, social and ethical growth of children in a changing world.

REPORTS TO:
Building principal or person designated by the district administrator.

SUPERVISES:
Students, student teachers or others as assigned.

JOB RESPONSIBILITIES:
The classroom teacher shall:
1. Make provisions in the classroom utilizing the philosophy that all children can learn as per mission statement.
2. Teach curriculum as per scope and sequence and/or department curriculum.
3. Modify curriculum as appropriate and as needed in the curriculum review cycle.
4. Provide an appropriate opportunity for students to master the Wisconsin Model Academic Standards.
5. Provide in a timely fashion the necessary documentation for completing the materials adoption process when appropriate.
6. Develop, implement and evaluate personal and professional instructional goals with the assistance of the building principal as part of ongoing staff development.
7. Identify and provide a program of study that meets the individual needs, interests and abilities of students.
8. Prepare for classes assigned and provide written evidence of preparation per building procedures.
9. Guide the learning process toward the achievement of curriculum goals, consistent with the district’s philosophy, and establish clear objectives for all lessons, units, projects and communicate these objectives to students.
10. Strive to implement, by instruction and action, the district’s educational philosophy and instructional goals and objectives.
11. Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.
12. Encourage students to set and maintain standards of classroom behavior.
13. Develop reasonable rules for classroom behavior and related procedures.
14. Maintain order in the classroom in a consistently fair and just manner.
15. Employ a variety of instructional techniques, instructional media and assessment tools.
16. Assess the accomplishments of students on a regular basis, provide timely feedback to students, and provide progress reports as required.
17. Assess student progress towards mastery of the Wisconsin Model Academic Standards as appropriate.
18. Identify any learning and behavioral difficulties of students on a regular basis, seeking the assistance of district specialists and the Individual Education Team meeting.
19. Take necessary and reasonable precautions to protect students, equipment, materials and facilities.
20. Maintain accurate and complete records as required by law, Board policy and administrative regulation.
21. Assist the administration in implementing Board policies and rules.
22. Encourage parent/guardian involvement by taking an active role and being available to students and parents/guardians for education-related purposes when required or requested to do so under reasonable terms.
23. Maintain effective lines of communication among staff, parents/guardians and supervisors to assist in the education of each child.
24. Serve as a role model by demonstrating a positive attitude, appropriate dress, timeliness, proper preparation and strong work habits.
25. Be responsible for students in his/her charge and for any and all students of the school during the school day and during school functions.
26. Work cooperatively with all staff, promote interdisciplinary collaboration and be supportive of other building/district programs.
27. Take responsibility for staying professionally current.
28. Attend all building faculty, department and Individual Education Plan (IEP) staffings and meetings as required or upon request.
29. Assume all other responsibilities and perform all other duties as assigned by the building principal or person designated by the district administrator.

Teacher – Secondary Special Education (Cross Categorical)

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JOB FUNCTION:
To help students master subject matter and skills in a learning environment which allows for the intellectual, physical, emotional, cultural, social and ethical growth of children in a changing world.

REPORTS TO:
Building principal and director of Student Services.

SUPERVISES:
Students, paraprofessionals, student teachers or others as assigned.

Teacher – Elementary Special Education (Cross Categorical)

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JOB FUNCTION:
To help students master subject matter and skills in a learning environment which allows for the intellectual, physical, emotional, cultural, social and ethical growth of children in a changing world.

REPORTS TO:
Building principal and director of Student Services.

SUPERVISES:
Students, paraprofessionals, student teachers or others as assigned.

School Social Worker or School Counselor

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Job Goal:  As a member of the student services team, the school social worker is an advocate for educational equity, promotes the healthy development and well-being of the whole child, and is a leader for systemic change within their school community.

Reports to:  Director of Student Services

Job Responsibilities:

  1. Possess and utilize knowledge of state and federal laws and local school district policy related to school social work practice in order to enhance service delivery and to ensure informed practice.
  2. Practice with an ethical decision making model including, but not limited to: maintaining healthy boundaries, maintaining confidentiality, and implementing evidence based practices and interventions with students, families, schools, and community.
  3. Advocate for social and economic justice, at multiple levels, in order to reduce barriers and promote learning.
  4. Advocate for culturally responsive and trauma-sensitive practices throughout multi-tiered systems of support in order to reduce the impact of risk factors.
  5. Advocate for and with students and their families in the home, school and community, challenging systemic barriers to improve student learning and outcomes.
  6. Lead and support the continued development of the District-wide PBIS initiatives.
  7. Utilize effective interventions by applying culturally responsive, trauma-sensitive, and evidence-based interventions that support student success within a multi-tiered system of support.
  8. Engage students in using a variety of evidence-based strategies and techniques that emphasize student strengths and result in collaborative approaches to problem solving that build the skills of students to make healthy decisions.
  9. Serve as a member of the student support team, leading initiatives in truancy and AODA prevention.
  10. Ability to direct and or plan initiatives and activities such as PBIS, Trauma Sensitive Schools and Culturally Responsive Practices.
  11. Possess and utilize knowledge of resources and referral procedures within the school system and community agencies to match the needs of students and their families with services that lead to optimal learning environments for better student outcomes.
  12. Collaborate and consult with colleagues to improve student learning and outcomes.
  13. Demonstrate the ability to communicate effectively information with a variety of audiences.
  14. Additional duties and responsibilities as assigned.