Address
Form of workPosition Type:
High School Teaching/High School position
Date Posted:
2/19/2024
Location:
Asheville High School & SILSA
Date Available:
08/15/2024
Closing Date:
TBA
District:
Asheville City Schools
ASHEVILLE CITY SCHOOLS JOB DESCRIPTION
JOB: High School Teacher
JOB STATUS: Full-Time 10 month
LOCATION: Asheville High School/SILSA
GENERAL STATEMENT OF JOB
To plan, organize, and present instruction and instructional environments which help students learn subject matter and skills that will contribute to their educational and social development. May coordinate and direct the activities of the teacher assistant. Reports to the principal.
SPECIFIC DUTIES AND RESPONSIBILITIES
ESSENTIAL JOB FUNCTIONS
Management of Instructional Time: Has materials, supplies and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.
Management of Student Behavior: Has established a set of rules and procedures that govern the handling of routine administrative matters. Has established a set of rules and procedures that govern student verbal participation and talk during different types of activities-whole class instruction, small group instruction, etc. Has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.
Instructional Presentation: Begins lesson or instructional activity with a review of previous materials. Introduces the lesson or instructional activity and specific learning objectives when appropriate. Speaks fluently and precisely. Presents the lesson or instructional activity using concepts and language understandable to the students. Provides relevant examples and demonstrations to illustrate concepts and skills. Assigns tasks that students handle with a high rate of success. Conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns. Makes transitions between lessons and between instructional activities within lessons efficiently and smoothly. Makes sure the assignment is clear. Summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.
Instructional Monitoring of Student Performance: Maintains clear, firm, and reasonable work standards and due dates. Circulates during class work to check all students' performance. Routinely uses oral, written, and other work products to check student progress. Poses questions clearly and one at a time.
Instructional Feed back: Provides feedback on the correctness or incorrectness of in-class work to encourage student growth. Regularly provides prompt feedback on assigned out of class work. Affirms a correct oral response appropriately and moves on. Provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving clues, or allowing more time.
Facilitating Instruction: Has an instructional plan which is compatible with the school and system-wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks. Maintains accurate records to document student performance. Has instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty. Uses available human and material resources to support the instructional program.
Interacting Within the Educational Environment: Treats all students in a fair and equitable manner. Interacts effectively with students, co-workers, parents, and community. Provides a culturally diverse learning environment that recognizes the influence of cultural factors on a student's development and school performance. Demonstrates knowledge of the history of diverse cultures and their role in shaping global issues so as to expose all students to different points-of-view, foster respect for others, and give students the tools to prosper in today's global economy.
ADDITIONAL JOB FUNCTIONS
Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or need is perceived.
Follows a plan for professional development and demonstrates evidence of growth.
MINIMUM TRAINING AND EXPERIENCE
Must be a graduate from a 4 year accredited college education program or have alternative qualifications approved by the State Board of Education.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be physically able to sit, stand, walk and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar 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 giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using prescribed format.
Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
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 Standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide and multiply.
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 computers and other technology.
Manual Dexterity: Requires the ability to handle a variety of items such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors or shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
High School Teaching/High School position
Date Posted:
2/19/2024
Location:
Asheville High School & SILSA
Date Available:
08/15/2024
Closing Date:
TBA
District:
Asheville City Schools
ASHEVILLE CITY SCHOOLS JOB DESCRIPTION
JOB: High School Teacher
JOB STATUS: Full-Time 10 month
LOCATION: Asheville High School/SILSA
GENERAL STATEMENT OF JOB
To plan, organize, and present instruction and instructional environments which help students learn subject matter and skills that will contribute to their educational and social development. May coordinate and direct the activities of the teacher assistant. Reports to the principal.
SPECIFIC DUTIES AND RESPONSIBILITIES
ESSENTIAL JOB FUNCTIONS
Management of Instructional Time: Has materials, supplies and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.
Management of Student Behavior: Has established a set of rules and procedures that govern the handling of routine administrative matters. Has established a set of rules and procedures that govern student verbal participation and talk during different types of activities-whole class instruction, small group instruction, etc. Has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non-instructional activities. Stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.
Instructional Presentation: Begins lesson or instructional activity with a review of previous materials. Introduces the lesson or instructional activity and specific learning objectives when appropriate. Speaks fluently and precisely. Presents the lesson or instructional activity using concepts and language understandable to the students. Provides relevant examples and demonstrations to illustrate concepts and skills. Assigns tasks that students handle with a high rate of success. Conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns. Makes transitions between lessons and between instructional activities within lessons efficiently and smoothly. Makes sure the assignment is clear. Summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.
Instructional Monitoring of Student Performance: Maintains clear, firm, and reasonable work standards and due dates. Circulates during class work to check all students' performance. Routinely uses oral, written, and other work products to check student progress. Poses questions clearly and one at a time.
Instructional Feed back: Provides feedback on the correctness or incorrectness of in-class work to encourage student growth. Regularly provides prompt feedback on assigned out of class work. Affirms a correct oral response appropriately and moves on. Provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving clues, or allowing more time.
Facilitating Instruction: Has an instructional plan which is compatible with the school and system-wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks. Maintains accurate records to document student performance. Has instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty. Uses available human and material resources to support the instructional program.
Interacting Within the Educational Environment: Treats all students in a fair and equitable manner. Interacts effectively with students, co-workers, parents, and community. Provides a culturally diverse learning environment that recognizes the influence of cultural factors on a student's development and school performance. Demonstrates knowledge of the history of diverse cultures and their role in shaping global issues so as to expose all students to different points-of-view, foster respect for others, and give students the tools to prosper in today's global economy.
ADDITIONAL JOB FUNCTIONS
Performs related duties and responsibilities as assigned by the principal and carries out non-instructional duties as assigned and/or need is perceived.
Follows a plan for professional development and demonstrates evidence of growth.
MINIMUM TRAINING AND EXPERIENCE
Must be a graduate from a 4 year accredited college education program or have alternative qualifications approved by the State Board of Education.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements: Must be physically able to sit, stand, walk and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar 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 giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time sheets and supply requisitions using prescribed format.
Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
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 Standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide and multiply.
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 computers and other technology.
Manual Dexterity: Requires the ability to handle a variety of items such as maintenance equipment. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors or shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.
