Third Grade Teacher of Distinction

Two Years of Testing Data Must be Submitted with your Application

REPORTS TO: Principal

SUPERVISES: May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

Summary:

Under the supervision and support of school leadership or a Multi-Classroom Leader (MCL),

the Teacher of Distinction expands their reach to impact more students by

accomplishing 1-2 formal instructional leadership responsibilities, above that of a typical

teacher position, listed in the Essential Duties section below.

The Teacher of Distinction is responsible for

planning, preparing and delivering instruction and monitoring student progress to determine

instructional needs.

The Teacher of Distinction works closely and collaboratively with a team of teachers and

other staff members to review student progress and change instruction to ensure high-progress and enriched learning for every child. Note: Coaching other teachers is not an option in this role.

Essential Duties: (These duties represent a sample and may vary by position.)

Planning and Preparation:

1. Set high expectations of achievement that are ambitious and measurable for

students

2. Plan backward to align all lessons, activities and assessments in designated

subject(s)

3. Design in-person instruction that is enriched (developing higher-order thinking skills)

and personalized (reflecting learning levels and interest of individual students).

4. Design assessments that accurately assess student progress. Certain assignments

may require designing digital assessments.

Classroom Environment:

1. Hold students accountable for high expectations of behavior and engagement that

are ambitious and measurable.

2. Create physical classroom environments conducive to collaborative and individual

learning.

3. Establish a culture of respect, enthusiasm and rapport.

Instruction:

1. Hold students accountable for ambitious, measurable standards of academic

achievement.

2. Identify and address social, emotional and behavioral learning needs and barriers of

individual students.

3. Identify and address developmental or organizational and time-management skills of

individual students.

4. Invest students in their learning using a variety of influence techniques.

5. Incorporate questioning and discussion in student learning.

6. Incorporate small-group and individual instruction to personalize and tailor instruction

to individual needs. Provide tutor(s) or teacher associate(s) with student groupings

and instructional assignments for follow-up in small groups. Certain assignments

may require the use of digital instruction.

7. Monitor and analyze student assessment data to inform enriched instruction. Certain

assignments may require proficiency in monitoring and analyzing digital

assessments.

8. Communicate with students and keep them informed of their progress.

Professional Responsibilities:

1. Maintain high growth with students assigned to Teacher of Distinction and/or team.

2. Informally mentor & lead peers, especially in instructional planning and differentiating

instruction.

3. Solicit and eagerly receive feedback from supervisor and team members to improve

professional skills.

4. Maintain regular communication with families and work collaboratively with them to

design learning both at home and at school and to encourage a home life conducive

to learning success.

5. Collaborate with other teachers and staff responsible for the same students' learning

and development.

6. Participate in professional development opportunities at school, in the district, and for

the program.

Additional Formal Instructional Responsibility options. Combination determined

by supervisor:

Tier 1 - student focused (must choose at least 1)

1. Teach 25-35% more students (class or team)

2. Lead PLC

Tier 2 - teacher focused

3. Serve as model classroom for other teachers to observe

4. Peer Evaluator

5. Beginning Teacher Mentor

6. Committee Lead (ILT, SLT)

7. Lead PD

8. IEP Liaison

9. MTSS

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.

At least 2 years of prior teaching experience with 1 year demonstrated evidence of

high-progress student outcomes in relevant subjects

Evidence of initiative and leadership

Technology proficiency and knowledge of digital learning may be required for certain

assignments

ADDITIONAL JOB FUNCTIONS

Performs other related work as required.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES

Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.

Ability to motivate students.

Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.

Ability to maintain order and discipline in a classroom. Ability to operate common office machines.

Ability to maintain basic files and records.

Ability to understand and follow oral and written instructions.

Ability to establish and maintain effective working relationships as necessitates by work assignments.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.