Gwinnett County Public Schools, located in the metro Atlanta area, is the largest school system in Georgia and continues to grow. As a school system of choice, the finest teachers, involved parents, and a supportive community are key elements in the district's quest to become a system of world-class schools. In 2016-17, the school district is serving more than 178,000 students. One of every five Gwinnett County residents is a GCPS student.
ESSENTIAL JOB DUTIES
1. Demonstrate command of school subject being taught in the target language.
2. Develop and prioritize short and long-term instructional objectives based on district Academic Knowledge and Skills (AKS) curriculum.
a. Identify specific prerequisite skills and/or knowledge necessary for Dual Language Immersion students to learn the AKS.
b. Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.
c. Analyze student work and assessments to determine instructional needs.
d. Prepare written lesson plans in the target language to support instructional objectives of the AKS for students in the Dual Language Immersion Program.
e. Plan appropriate assessment of student learning in the Dual Language Immersion Program.
3. Evaluate, select, and modify resources and activities in the Dual Language Immersion Program.
a. Review resources including district core materials.
b. Select core materials and other resources that match the AKS.
c. Select resources that match the learner(s) needs.
d. Select resources that reflect scientifically-based research on effective instruction.
4. Provide initial focus for the lesson.
a. Communicate specific learning objectives to students.
b. Link lesson content to students’ prior knowledge, background experience, and/or real-world application of content.
c. Capture student attention through active involvement.
5. Organize content for presentation of the lesson in the target language.
a. Present information in a logical sequence in the target language.
b. Organize the presentation of content into blocks or steps based on the students’ needs and the complexity of the material.
c. Follow research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.
6. Utilize scientifically researched effective instructional strategies and methods of providing information for students to acquire the learning.
a. Assess students’ learning of the AKS and provide specific feedback to students and parents.
b. Provide collaborative learning opportunities to enhance student achievement.
c. Provide multiple opportunities for distributed guided practice followed by independent practice.
d. Utilize a variety of nonverbal/visual representations of content and skills.
e. Teach students to summarize their learning in the target language.
f. Access and/or build students’ background knowledge and experience.
g. Utilize and teach questioning and cuing/prompting techniques.
h. Utilize technology effectively to plan, teach, and assess.
i. Utilize inquiry-based problem-solving learning strategies with students in math and science content areas.
j. Teach and require students to set personal goals for improving their academic achievement.
k. Teach students to compare and contrast knowledge, concepts, and content.
7. Provide formative assessment that measures student progress toward AKS objectives.
a. Monitor students’ progress in learning through a variety of techniques.
b. Adjust instructional plans based on formative assessment results.
c. Provide criteria that allow students to measure their own progress toward an objective.
8. Provide summative assessment that measures student achievement of objectives.
a. Assess students' learning of the AKS.
b. Provide assessments that are appropriate for the learner(s).
c. Maintain assessment records for each student.
d. Communicate assessment results to student.
e. Utilize assessment results to plan for subsequent instruction.
9. Organize learning environment to maximize student time on task.
a. Organize and arrange classroom to facilitate learning.
b. Ensure smooth transitions from one activity to another.
c. Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.
10. Maintain behavior that is 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. Treat sensitive situations with discretion.
f. Encourage participation from all students.
g. Establish mutual respect between teacher and students.
h. Convey warmth, friendliness, and enthusiasm.
11. Participate in professional growth and professional learning activities.
a. Apply new knowledge and skills acquired in planning and delivery of student instruction.
b. Demonstrate evidence of progress toward individual goals plan.
12. Maintain professional responsibilities and act as a role model.
a. Utilize standard written expression and acceptable oral expression.
b. Demonstrate punctuality to class, to assigned duties, and to other school activities.
c. Submit records, reports, and forms accurately and promptly.
d. Provide clear plans for substitute teachers.
e. Maintain regular attendance.
f. Demonstrate a willingness to share ideas, methods, and materials.
g. Cooperate with staff and support the development of activities and goals of the school.
h. Encourage positive school and home communications.
13. Perform other duties as assigned.
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.