Elementary Fine Arts Teacher (Wilkes) - Balance of the 2024-25 School Year - Reynolds School District #7

JOB TITLE: Fine Arts Teacher

Job Summary:The job of "Teacher" is done for the purpose/s of developing students' academic and interpersonal skills through implementing District approved curriculum and/or the appropriate presentations of courses of study; documenting teaching and student progress/ activities/ outcomes; addressing specific academic needs of students; providing a safe and optimal learning environment; and, providing feedback to students, parents/guardians and administration regarding student progress, expectations, goals, etc.

Essential Job Functions:

A teacher performs the following tasks: plans Instruction, establishes a classroom climate conducive to learning, implements plans for Instruction, evaluates student achievement, appropriately directs instructional assistants, all for the purpose of providing successful instruction and learning.

• Plans for instruction for the purpose of implementing lesson plans and providing documentation of teacher and student progress.

Examples of planning include, but are not limited to:

• Selects or writes learning goals that are based upon the district's expected outcomes,Oregon Board of Education directives, and students’ level of English proficiency.
• Determines the current achievement level of the students with respect to the learning goals.
• Establishes objectives for a unit of instruction, formulates daily lessons and evaluates students’ attainment of learning goals.
• Differentiates instruction based of academic, linguistic, social, and cultural needs of students.
• Selects and organizes instructional materials and equipment for the unit ofinstruction.
• Designs instructional activities to achieve unit and lesson objectives.
• Estimates the time required for direct instruction, student practice and application,and evaluation of student learning.

• Establish a classroom climate conducive to learning by students for thepurpose of providing a safe and optimal learning environment.

Examples of establishing a conducive climate include, but are not limited to:

• Communicates classroom rules, procedures and behavioral expectations based uponthe level of development of students and laws governing student rights and responsibilities.
• Applies principles of equity and culturally responsive teaching.
• Applies principles of least restrictive environment for disabled students.
• Recognizes the effects of the physical, social, and emotional climate of the student’shomes and community on student motivation and behavior.
• Encourages appropriate behavior and provides meaningful reinforcement when itoccurs.
• Monitors student conduct and takes appropriate action that is in line with buildingand district policies when misbehavior occurs.
• Interacts thoughtfully and courteously with students, colleagues, and parents andresolves conflicts in a professional manner.
• Establishes partnerships with English Learners’ families utilizing district and community resources (bilingual liaisons, community agents, interpreters, case workers, etc. )
• Uses classroom time effectively to provide maximum time on learning tasks.
• Manages instructional transitions; and coordinates the use of parent volunteers,student assistants, and other support personnel to achieve instructional objectives.

• Implements Plans for Instruction for the purpose of improving student success in academic, interpersonal and daily living skills through a defined course of study.

Examples of instruction include, but are not limited to:

• Organizes students to engage in planned learning activities.
• Communicates learning outcomes to be achieved and focuses student interest on tasksto be accomplished.
• Provides instruction using a variety of instructional techniques and current English language acquisition teaching methodologies to achieve planned objectives.
• Monitors the effectiveness of learning activities and modifies the pace and content of instruction as needed to achieve unit and lesson objectives; and uses techniques that promote critical thinking and problem solving and that encourage divergent as well as convergent thinking.

• Evaluates Student Achievement for the purpose of providing feedback to students, parents/guardians and administration regarding student progress, expectations, goals, etc.

Examples of evaluation include, but are not limited to:

• Understands fundamental principles of English language acquisition assessment.
• Uses a variety of assessment instruments (tests, performance-based assessments, oral interviews, language samples, observations, etc.) to measure both learning and language development on a regular basis.
• Designs assessments to determine if students have mastered the objectives beforedesigning the activities of a lesson.
• Grades and records the students’ progress, prepares anecdotal records, and reports achievement to students and parents.
• Summarizes the data on student achievement in relationship to instructionalobjectives.
• Uses data on student achievement to refine curriculum objectives and to plan further instruction; and, documents teaching effectiveness through assembling and analyzingsamples of students work.

• Directs Instructional Assistants for the purpose of providing an effective school program and addressing the needs of individual students.

Examples of directing instructional assistants include, but are not limited to:

• Delegates specific instructional tasks to be performed for individual students orgroups of students in accordance with the skills and abilities of each instructional assistant.
• Trains the assistant in the instructional tasks to be performed under the teacher’ssupervision.
• Supervises and assesses the performance of delegated instructional tasks and adjusts delegated tasks as necessary.
• Assumes full accountability for effectiveness and safety of tasks delegated toinstructional assistants.

• Advises parents and/or legal guardians of student progress for thepurpose of supporting teacher's expectations, developing methods forimprovement and/or reinforcing classroom goals in the home environment.

• Collaborates with general classroom/content area teachers to ensure that ELD instruction and content instruction are mutually enhancing.

• Collaborates with other school personnel, parents and appropriate community agencies for the purposes of implementingcurriculum, improving the quality of student outcomes, developing solutions and planning curriculum.

• Demonstrates methods required to perform assignments and/or skills (e.g. lab experiments, musical techniques, etc.) for the purpose ofproviding the students with the necessary skills to perform the tasks safely and/or accurately.

• Monitors student activities (e.g. classroom, lunch, grounds, etc.) for thepurpose of providing a safe and optimal learning environment.

• Prepares teaching materials and reports (e.g. grades, attendance, anecdotal records, etc.) for the purpose of implementing lesson plans andproviding documentation of teacher and student progress.

• Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of adhering to school, District and State rules, regulations, policies and laws.

Other Job Functions:

• Assists (when appropriate)other personnel as may be required for the purpose of implementing the curriculum and/or supporting them in the completion of their work activities.
• Participates in various meetings (e.g. parent conferences, in-service training, site meetings, etc.) for the purpose of receiving and/or providing information or to meet credential requirements.

Qualifications:

• Experience Required:Prior success in job related experiences (may includesuccessful supervised student teaching).

• Skills, Knowledge and/or Abilities Required
• Skillsto motivate students, communicate with individuals from varied educational andcultural backgrounds, direct support personnel, evaluate performance.
• Knowledgeof age appropriate teaching methods, state and district curriculum standards, and OregonEnglish Language Proficiency Standards
• Knowledgeof stages in English language acquisition
• Knowledgeof English language development and acquisition, pedagogy, and methodologies.
• Knowledgeof core content instruction, common core state standards, course credit and grading requirements.
• Abilitiesto perform a variety of specialized and responsible tasks, maintain records, establish and maintain cooperative working relationships with students, parents/guardians, other school personnel, meet schedules and deadlines. Significant physicalabilities include mobility in the classroom, lifting/carrying, reaching/handling,talking/hearing conversations, near/far visual acuity/depth perception/accommodation/field of vision.
• Education Required:University degree in the field of education and/or State of Oregon requirements for a teaching license.
• Licenses, Certifications, Bonding and/or Testing Required:State of Oregon Teaching License appropriate to assignment, Oregon Fingerprint and Criminal Check clearance, First Aid and Cardiopulmonary Resuscitation Certificates is required in some assignments.

Additional endorsements required:Art

School: Wilkes Elementary

Bilingual/Bicultural preferred

Days:186*prorated on start date

FTE: 1.0