Sixth Grade Teacher

1.0 FTE position located at Dakota Community Unit School District #201.

About the Role

The Teacher understands the central concepts, methods of inquiry, and structures of disciplines and creates learning experiences that make the content meaningful to all students. The Teacher provides an educational atmosphere conducive to learning where students have the opportunity to fulfill their potential for intellectual, emotional, physical, and/or psychological growth. The Teacher is responsible for utilizing current teaching methods to organize and implement an approved instructional program that results in students achieving academic success in accordance with applicable law, District requirements, and policies.

Responsibilities

• Evaluate teaching resources and curriculum materials for comprehensiveness, accuracy, and usefulness.
• Use differing viewpoints, theories, and methods of inquiry in teaching subject matter concepts.
• Engage students in generating and testing knowledge according to the process of inquiry and standards of evidence of the discipline.
• Design learning experiences to promote student skills in the use of technologies appropriate to the discipline.
• Anticipate and adjust for common misunderstandings of the discipline(s) that impede learning.
• Use a variety of explanations and multiple representations of concepts to help students develop conceptual understanding.
• Facilitate learning experiences that make connections to other content areas and to life and career experiences.
• Design learning experiences and utilize adaptive devices/technology to provide access to general curricular content for individuals with disabilities.
• Analyze individual and group performance to design instruction that meets learners' needs in cognitive, social, emotional, ethical, and physical domains.
• Stimulate student reflection on prior knowledge and link new ideas to already familiar ideas and experiences.
• Introduce concepts and principles at different levels of complexity to meet diverse learning needs.
• Facilitate a learning community where individual differences are respected.
• Make appropriate provisions for students with particular learning differences or needs.
• Use information about students' families, cultures, and communities to enrich instruction.
• Use cultural diversity and individual student experiences to enhance instruction.
• Use a wide range of instructional strategies and technologies to meet diverse student needs.
• Identify and design instruction appropriate to students' stages of development, learning styles, strengths, and needs.
• Establish expectations for students' learning and apply principles of scope and sequence in planning.
• Create short-range and long-term plans to achieve learning expectations.
• Develop learning materials and experiences relevant to students and based on their prior knowledge.
• Create multiple learning activities that allow for variation in learning styles and performance modes.
• Incorporate experiences related to students' current life and future career/work experiences.
• Create interdisciplinary approaches to learning that integrate multiple content areas.
• Develop plans based on students' responses and provide different pathways based on needs.
• Maintain proper classroom decorum and maximize class time spent in learning.
• Use strategies to create a smoothly functioning learning community.
• Organize, allocate, and manage time, materials, and physical space for active student engagement.
• Demonstrate effective behavior management techniques appropriate for all students, including those with disabilities.
• Modify the learning environment to facilitate appropriate behaviors and learning for diverse students.
• Use a variety of approaches to promote social interaction between students with and without disabilities.
• Evaluate and choose alternative teaching strategies to achieve learning goals.
• Use multiple teaching and learning strategies to engage students in active learning.
• Monitor and adjust strategies based on learners' feedback.
• Vary instructional roles as instructor, facilitator, coach, or audience based on content and student needs.
• Develop clear, accurate presentations and representations of concepts using diverse perspectives.
• Use a wide range of instructional technologies to enhance learning.
• Develop curriculum that demonstrates interconnections between subject areas reflecting life and career experiences.
• Use strategies for facilitating meaningful inclusion of individuals with disabilities.
• Adapt the general curriculum and instructional strategies based on learner characteristics.
• Model accurate, effective communication and use effective questioning techniques.
• Create varied opportunities for students to use effective communication skills.
• Communicate with and challenge students in a supportive manner, providing constructive feedback.
• Use a variety of communication modes to effectively communicate with a diverse student population.
• Use assessment results to diagnose learning needs and align instruction.
• Use a variety of formal and informal assessments to evaluate student understanding and progress.
• Involve students in self-assessment activities to help them become aware of strengths and needs.
• Maintain useful and accurate records of student work and performance.
• Communicate student progress knowledgeably and responsibly to students, parents, and colleagues.
• Collaborate with families and professionals involved in assessing individuals with disabilities.
• Initiate collaboration with others to enhance students' learning.
• Work with colleagues to develop an effective learning climate within the school.
• Participate in collaborative decision-making and problem-solving to achieve student success.
• Develop relationships with parents and guardians to understand students' lives outside of school.
• Work effectively with community members from diverse backgrounds to promote student learning and well-being.
• Identify and use community resources to enhance student learning and explore career opportunities.
• Collaborate in developing individualized education programs for students with disabilities.
• Coordinate and collaborate in directing the activities of classroom para-educators, volunteers, or peer tutors.
• Collaborate with students and families to set instructional goals and chart progress for students with disabilities.