Address
Form of workPOSITION: Teacher Resident
EXEMPT STATUS: Non-Exempt
NUMBER OF DAYS: 187
PAY GRADE: 4
DIVISION: Opportunity Culture
DEPARTMENT: Opportunity Culture
REPORTS TO: Multi-classroom leader and principal
SUPERVISES:
EDUCATION:
EXPERIENCE:
POSITION FUNCTION/PURPOSE
Summary
The resident supports a small teaching team (in year one, no more than 3 team teachers) led by a multi-classroom leader. A multi-classroom leader, or MCL, is an excellent teacher with prior high-growth student learning who leads, organizes, and develops a team of teachers and staff to serve multiple classrooms of students with excellence. A resident observes and learns on the job in preparation for a teaching career while earning a degree (typically a bachelor's, but in some cases a master's) and/or certification at a cooperating educator preparation provider. For a full school year, nearly full-time, the resident works closely with the MCL and the teaching team. Residents typically spend more time than team teachers supervising noninstructional time over the course of the year, but their total instructional time matches or exceeds that of typical student teaching roles, and all work is performed under the direction of a high-growth teacher, the MCL.
Residents play various roles as determined by the MCL, while learning how to teach. Typical responsibilities include learning while:
• Helping team deliver instruction: large-group, small-group, individual, and digital instruction, using the MCL's lesson plans.
• Helping team monitor and improve instruction with assessments, grading, data analysis, and rubrics to identify next steps.
• Adapting and improving high-standards, differentiation-ready lesson plans that motivate strong student learning, after learning to deliver such lessons prepared by the MCL and/or more experienced team members.
• Managing procedures, supervising students, and developing students' social-emotional skills during transitions, lunch, recess, assemblies, and other activities, and while team teachers plan or deliver instruction.
• Taking responsibility for some other noninstructional duties of the team.
Major Responsibilities
Classroom and School Environment-Yearlong
• Identify and address individual students' social, emotional, and behavioral learning needs and barriers.
• Hold students accountable for ambitious, measurable, high expectations of behavior and engagement.
• Contribute to a culture of respect, enthusiasm, and rapport.
• Manage student behavior during transitions and less structured time (such as recess, lunch).
• Monitor independent work time in classroom while teacher provides instruction.
Planning and Preparation-Progressively Doing More
• Ensure a high-standards, differentiation-ready curriculum.
• Plan backward to align all lessons, activities, and assessments with high-expectation standards & curriculum.
• Implement and suggest improvements to instruction that develops higher-order thinking skills and is
personalized, reflecting the levels and interests of individual students.
• Implement and suggest improvements to assessments that accurately assess student progress.
Instruction-Progressively Doing More
• Tutor and provide small-group instruction under the direction and using tools/rubrics of the MCL and team.
• Supervise student skills practice, projects, and digital learning.
• Lead whole-group instruction.
• Participate in instructional planning, data review, and improvement occasionally during the year.
Professional Responsibilities
• Solicit and eagerly receive feedback from supervisor and team members to improve professional skills.
• Periodically, meet with team and MCL to ensure alignment of instructional vision and delivery in all classrooms and to troubleshoot students' persistent learning challenges.
• Collaborate with teacher(s), tutor(s), and digital lab monitor(s).
• Participate in professional development opportunities at school.
• Conduct some administrative duties on behalf of teachers.
Qualification Requirements
• Associate's degree or coursework toward a bachelor's.
• Working toward teaching certificate and bachelor's degree.
• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference given for experience working successfully with those of similar demographics to the desired school placement.
• Knowledge of subject matter being taught.
Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made if necessary while performing the duties of this job, the employee is regularly required to sit; stand; move throughout the room and/or facility; communicate verbally and electronically; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; kneel, stoop, crouch, and/or crawl; and climb or balance. Regularly required to lift or exert force of up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, and the ability to adjust focus. Regular attendance required.
Equipment used
Telephone
Computer and printer
Calculator
Copy Machine
Work Environment
The environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job
The noise level in the work environment is usually moderate. Must be able to maintain emotional control under stress. Occasionally required to travel to facilities within the district. May be required to work after school and weekends.
The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive description of all work requirements and responsibilities. Additionally, the minimum level of education noted as a requirement could be supplemented by commensurate experience and/or certification(s) as determined by the hiring manager.
EXEMPT STATUS: Non-Exempt
NUMBER OF DAYS: 187
PAY GRADE: 4
DIVISION: Opportunity Culture
DEPARTMENT: Opportunity Culture
REPORTS TO: Multi-classroom leader and principal
SUPERVISES:
EDUCATION:
- Associate's degree or coursework toward a bachelor's
- Working toward teaching certificate and bachelor's degree
EXPERIENCE:
- Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference given for experience working successfully with those of similar demographics to the desired school placement. Knowledge of subject matter being taught.
POSITION FUNCTION/PURPOSE
Summary
The resident supports a small teaching team (in year one, no more than 3 team teachers) led by a multi-classroom leader. A multi-classroom leader, or MCL, is an excellent teacher with prior high-growth student learning who leads, organizes, and develops a team of teachers and staff to serve multiple classrooms of students with excellence. A resident observes and learns on the job in preparation for a teaching career while earning a degree (typically a bachelor's, but in some cases a master's) and/or certification at a cooperating educator preparation provider. For a full school year, nearly full-time, the resident works closely with the MCL and the teaching team. Residents typically spend more time than team teachers supervising noninstructional time over the course of the year, but their total instructional time matches or exceeds that of typical student teaching roles, and all work is performed under the direction of a high-growth teacher, the MCL.
Residents play various roles as determined by the MCL, while learning how to teach. Typical responsibilities include learning while:
• Helping team deliver instruction: large-group, small-group, individual, and digital instruction, using the MCL's lesson plans.
• Helping team monitor and improve instruction with assessments, grading, data analysis, and rubrics to identify next steps.
• Adapting and improving high-standards, differentiation-ready lesson plans that motivate strong student learning, after learning to deliver such lessons prepared by the MCL and/or more experienced team members.
• Managing procedures, supervising students, and developing students' social-emotional skills during transitions, lunch, recess, assemblies, and other activities, and while team teachers plan or deliver instruction.
• Taking responsibility for some other noninstructional duties of the team.
Major Responsibilities
Classroom and School Environment-Yearlong
• Identify and address individual students' social, emotional, and behavioral learning needs and barriers.
• Hold students accountable for ambitious, measurable, high expectations of behavior and engagement.
• Contribute to a culture of respect, enthusiasm, and rapport.
• Manage student behavior during transitions and less structured time (such as recess, lunch).
• Monitor independent work time in classroom while teacher provides instruction.
Planning and Preparation-Progressively Doing More
• Ensure a high-standards, differentiation-ready curriculum.
• Plan backward to align all lessons, activities, and assessments with high-expectation standards & curriculum.
• Implement and suggest improvements to instruction that develops higher-order thinking skills and is
personalized, reflecting the levels and interests of individual students.
• Implement and suggest improvements to assessments that accurately assess student progress.
Instruction-Progressively Doing More
• Tutor and provide small-group instruction under the direction and using tools/rubrics of the MCL and team.
• Supervise student skills practice, projects, and digital learning.
• Lead whole-group instruction.
• Participate in instructional planning, data review, and improvement occasionally during the year.
Professional Responsibilities
• Solicit and eagerly receive feedback from supervisor and team members to improve professional skills.
• Periodically, meet with team and MCL to ensure alignment of instructional vision and delivery in all classrooms and to troubleshoot students' persistent learning challenges.
• Collaborate with teacher(s), tutor(s), and digital lab monitor(s).
• Participate in professional development opportunities at school.
• Conduct some administrative duties on behalf of teachers.
Qualification Requirements
• Associate's degree or coursework toward a bachelor's.
• Working toward teaching certificate and bachelor's degree.
• Demonstrated effectiveness working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference given for experience working successfully with those of similar demographics to the desired school placement.
• Knowledge of subject matter being taught.
Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made if necessary while performing the duties of this job, the employee is regularly required to sit; stand; move throughout the room and/or facility; communicate verbally and electronically; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; kneel, stoop, crouch, and/or crawl; and climb or balance. Regularly required to lift or exert force of up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, and the ability to adjust focus. Regular attendance required.
Equipment used
Telephone
Computer and printer
Calculator
Copy Machine
Work Environment
The environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job
The noise level in the work environment is usually moderate. Must be able to maintain emotional control under stress. Occasionally required to travel to facilities within the district. May be required to work after school and weekends.
The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive description of all work requirements and responsibilities. Additionally, the minimum level of education noted as a requirement could be supplemented by commensurate experience and/or certification(s) as determined by the hiring manager.
