Teacher Social Studies - Grades 6-8

Job qualifications and responsibilities for a teaching position in Gwinnett County Public Schools.

Qualifications

• Meets Georgia certification requirements in appropriate field of education.
• Bachelor’s Degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university.
• Previous teaching experience.

Preferred Skills

• Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification.
• Knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices.
• Understanding of the teaching/learning process.
• Ability to infuse technology into instruction to increase student learning.
• Ability to work effectively with administrators, colleagues, central office, school-based staff, students, parents, and community.
• Excellent oral and written communication skills.
• Effective human relations skills.

Responsibilities

• Plan appropriate learning experiences for students based on the district Academic Knowledge and Skills (AKS) curriculum and provide an atmosphere conducive to intellectual, physical, social, and emotional development.
• Demonstrate command of the school subject being taught.
• Develop and prioritize short and long-term instructional objectives based on district AKS curriculum.
• Identify specific prerequisite skills and knowledge necessary for students to learn the AKS.
• Plan instruction to promote student mastery of prerequisite skills and knowledge.
• Analyze student work and assessments to determine instructional needs.
• Prepare written lesson plans supporting instructional objectives of the AKS for all students.
• Plan appropriate assessment of student learning.
• Evaluate, select, and modify resources and activities:
  • Review resources including district core materials.
  • Select core materials and other resources that match the AKS.
  • Select resources that match the learner(s) needs.
  • Select resources reflecting scientifically-based research on effective instruction.
• Provide initial focus for the lesson:
  • Communicate specific learning objectives to students.
  • Link lesson content to students' prior knowledge, background experience, and/or real-world application.
  • Capture student attention through active involvement.
• Organize content for presentation of the lesson:
  • Present information in a logical sequence.
  • Organize content into blocks or steps based on students' needs and material complexity.
  • Follow research-based organizational plans (e.g., anticipatory set, acquisition lesson, guided practice, independent practice, summarizing).
• Utilize scientifically researched effective instructional strategies and methods for student learning.
• Assess students' learning of the AKS and provide specific feedback to students and parents.
• Provide collaborative learning opportunities to enhance student achievement.
• Provide multiple opportunities for distributed guided practice followed by independent practice.
• Teach essential content-related vocabulary.
• Utilize a variety of nonverbal/visual representations of content and skills.
• Teach students to summarize their learning.
• Teach skills for improving reading and writing proficiency/literacy across content areas.
• Access and/or build students' background knowledge and experience.
• Utilize and teach questioning and cuing/prompting techniques.
• Utilize technology effectively to plan, teach, and assess.
• Utilize inquiry-based problem-solving learning strategies with students in all content areas.
• Teach and require students to set personal goals for improving academic achievement.
• Teach students to compare and contrast knowledge, concepts, and content.
• Provide formative assessment measuring student progress toward AKS objectives:
  • Monitor students' progress through a variety of techniques.
  • Adjust instructional plans based on formative assessment results.
  • Provide criteria allowing students to measure their own progress.
• Provide summative assessment measuring student achievement of objectives.
• Assess students' learning of the AKS using appropriate assessments for the learner(s).
• Maintain assessment records for each student.
• Communicate assessment results to students.
• Utilize assessment results to plan for subsequent instruction.
• Organize the learning environment to maximize student time on task:
  • Organize and arrange the classroom to facilitate learning.
  • Ensure smooth transitions between activities.
  • Maintain an orderly system for housekeeping duties (attendance, passes, announcements, distributing/collecting materials, homework).
• Maintain behavior conducive to learning:
  • Define and communicate behavior expectations to students.
  • Monitor behavior and provide appropriate feedback.
  • Manage inappropriate behavior effectively.
  • Focus on student behavior rather than personality.
  • Treat sensitive situations with discretion.
  • Encourage participation from all students.
  • Establish mutual respect between teacher and students.
  • Convey warmth, friendliness, and enthusiasm.
• Participate in professional growth and learning activities:
  • Apply new knowledge and skills in planning and delivery of student instruction.
  • Demonstrate evidence of progress toward individual goals.
• Maintain professional responsibilities and act as a role model:
  • Utilize standard written expression and acceptable oral expression.
  • Demonstrate punctuality to class, assigned duties, and other school activities.
  • Submit records, reports, and forms accurately and promptly.
  • Provide clear plans for substitute teachers.
  • Maintain regular attendance.
  • Demonstrate willingness to share ideas, methods, and materials.
  • Cooperate with staff and support school activities and goals.
  • Encourage positive school and home communications.
• Ensure effective communication with students, parents or guardians, district and school personnel, and other stakeholders to enhance student learning.
• Perform other duties as assigned.

Physical Demands

• Frequently required to sit for extended periods, talk, hear, stand, and walk.
• May be required to use hands to touch, handle, feel, and/or reach.
• Occasionally required to stoop, kneel, or crouch.
• Occasionally required to lift and/or move up to 25 pounds.
• Specific vision abilities required include close vision, distance vision, color vision, depth perception, and ability to adjust focus.
• Required to operate a motor vehicle in performance of duties.
• Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.