Purpose Summary The special education teacher serves in a leadership role to establish a special education program that promotes social, emotional, physical and intellectual growth by providing rich and engaging experiences for students. Establishes effective rapport with students, motivates students to develop skills, attitudes and knowledge needed to provide a good foundation for learning, in accordance with each student's ability. Serves as an advocate for the special education population and assists with student adaptations and accommodations throughout the school environment. Creates and maintains good relationships with administrative, student, parents and other staff members. Essential Duties and Responsibilities Develops lesson plans to reflect District curriculum and to meet students' varying needs. Establishes clear objectives for all lessons, units and projects; and communicates those objectives to students. Instructs through a variety of learning activities in a variety of subject areas including: science, social studies, math, English and reading. Observes and evaluates students' academic performance, behavior and social development. Recognizes and accommodates for individual student differences in ability, learning style and social/cultural orientation, and requirements when providing instruction and assessing progress. Establishes and enforces rules for positive behavior and procedures for maintaining a learning culture among the students. Promotes and provides a comfortable classroom environment that fosters constructive relationships, facilitates student engagement and promotes learning. Collaborates and communicates with parents, education personnel and other service providers to develop and implement Individual Education Plans (PEP) designed to increase student learning through specially designed instruction and accommodation for students' needs. Communicates and collaborates with school personnel regarding academic planning and professional issues, including knowledge and use of best practices in developing rigorous and relevant curricula for instructional delivery. Enforces and follows all administrative policies and rules governing students. Demonstrates ongoing, professional growth and competency by utilizing current teaching strategies, Instructional resources and materials. Maintains accurate and complete student records as required by District policies. Maintains and communicates accurate Special Education paperwork, student data, specifically, progress monitoring behavior plans, and student files in compliance with federal and state regulations and District guidelines. Supervises students and directs paraprofessionals in accordance with student programming. Is responsible for the overall management, instruction and evaluation of the students. Carries out supervisory responsibilities in accordance with the organizations policies and applicable laws. Meets required timelines for special education paperwork. Continually works to include students in the least restrictive and most appropriate settings, including transition after school Other duties as assigned by the building principal or the Director of Pupil Personnel Services. Education and/or Experience Bachelor's Degree required Special Education experience preferred Certifications, Licenses, Registrations Pennsylvania State Special Education Teaching Certification Act 34/161/114/126/188 Clearance/Certifications required Must have PDE Certification Qualification Requirements To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The requirements listed below are representative of the knowledge, skill and/or ability required. Knowledge and Abilities Knowledge of current research, theory and instructional practices and ability to apply that knowledge to positively impact learning. Knowledge of federal and state special education regulations and ability to apply all aspects of this information. Ability to think critically and problem solve, especially as it relates to human learning and behavior. Knowledge of educational protocol and procedures and ability to implement these processes into the classroom setting. Academic Skills - Knowledge of curriculum writing, assessment, principles and methods of curriculum and instruction and strategic planning. Knowledge of classroom management, social development, assessment and evaluation. Knowledge of special education and ability to adapt instruction as it relates to the regular classroom environment. Ability to complete a functional behavioral assessment and guide professional staff through the development and implementation of a behavior plan. Knowledge of brain research and ability to understand and apply this information to teaching. Knowledge of discipline policies and ability to make decisions to appropriately manage student behavior. Language Skills Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Must possess the ability to use the language in both oral and written form. Be able to listen to and understand information and ideas presented through spoken words and sentences. Be able to communicate information and ideas in speaking so others will understand. Ability to read, analyze and interpret professional journals. Math Skills Knowledge of arithmetic, algebra, geometry, statistics and their applications. Possess the ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations. Possess the ability to analyze and interpret student assessment and psychological data. Technology Skills Be able to utilize programs such as Microsoft Office and the District grading/ attendance packages. Be able to access, generate and analyze student data through the Student Info System (SIS). Utilize email, the Internet and Intranet. Utilize Smart Boards and coordinating technologies. Be able to generate electronic lesson plans and templates to gather data for Excel reports. Implement the use of technology throughout the instructional process. Reasoning Ability - Ability to understand and Interpret state and national standards and to integrate those standards effectively throughout the curriculum of a school district. Ability to observe students, and evaluate student data to make decisions that improve the instructional process. Other Skills and Abilities The employee must possess the ability to maintain a high emotional energy and display enthusiasm for the special education teaching and learning environment. Must develop effective coping strategies for dealing with the high expectations, frequent demands and significant responsibility of effectively educating large groups of students. Must be able to react quickly in volatile situations and maintain composure even under stressful conditions. Must be able to advocate for students to create a positive learning environment. Possess imagination, patience, creativity, sound Judgment, logical reasoning and analytical and problem-solving capabilities. Ability to make equitable decisions with sound emotional judgment. Must be able to concentrate with numerous interruptions. Maintain effective working relationships with students, parents, staff and the community. Ability to understand and facilitate needs of various personality types. Ability to perform duties with awareness of all District polices and professional obligations. Physical Demands When performing activities throughout the day related to the educating of students, the teacher spends the majority of the day standing in the classroom. He or she must walk through the classroom and be able to maneuver in tight spaces between desks, etc. Dealing with the students can entail kneeling or squatting, stooping, and bending from 50-70 degrees at the waist on an occasional to frequent basis. Must be able to exert up to 20 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects (textbooks and materials). The teacher often moves children's desks and chairs to change the layout of the classroom to Influence the learning situation. The teacher must see and hear on a continuous basis as well as speak frequently. Positions may vary from standing, sitting, or walking. On a rare occasion, it may be necessary to move quickly, run, etc. over smooth to uneven surfaces such as on asphalt, pea gravel, on the playground, or on the grass. The teacher must have manual dexterity to use office equipment, manipulate books and other learning materials, and assist students with various activities. The teacher must have repetitive movement of fingers and hands for keyboarding. 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. This position is considered to be a LIGHT Physical Demand Characteristic of Work position according to the physical demands strength rating of the Dictionary of Occupation Title, Fourth edition published by the US Department of Labor. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work Environment The work environment will vary from potentially very loud situations such as cafeterias and playgrounds to more moderate situations such as classrooms or large group professional settings. The majority of time will be spent indoors with consideration for adaptability to all weather conditions related to outdoor activities and/or travel. The employee must be able to work in air-conditioned and heated environments under florescent lighting. recblid a61wss6f9bkefuyv9qejt2ckvp664s
Purpose/Summary The district school teacher serves in a leadership role to establish a school program, specific to a subject area that is rigorous, challenging and rich with higher-level cognitive exploration. Establishes effective rapport with students, motivates students to develop skills, attitudes and knowledge needed to provide a good foundation for higher education and career development in accordance with each student s abilities. Creates and maintains good relationships with administrative, students, parents and other staff members. Essential Duties and Responsibilities Develops lesson plans to reflect District curriculum and meet students varying needs. Establishes clear objectives for all lessons, units and projects, and communicates those objectives to students. Instructs through a variety of learning activities in assigned, certified subject area(s). Observes and evaluates students academic performance, behavior, career and social development. Recognizes and accommodates for individual student differences in ability, learning style, social/cultural orientation and requirements of student IEP s when providing instruction and assessing progress. Establishes and enforces rules for positive behavior and procedures for maintaining a learning culture among the students. Promotes and provides a comfortable classroom environment that fosters constructive relationships, facilitates student engagement and promotes learning. Provides exposure and activities connected to subject area to address college and career readiness. Communicates with parents/guardians regarding student performance. Communicates and collaborates with school personnel regarding academic planning and professional issues, including knowledge and use of best practices in developing rigorous and relevant curricula for instructional delivery. Enforces and follows all administrative policies and rules governing students. Demonstrates ongoing, professional growth and competency by utilizing current teaching strategies, instructional resources and materials. Maintains accurate and complete student records as required by District policies. Carries out supervisory responsibilities in accordance with the organizations polices and applicable laws. Other duties as assigned by the building principal. Education and/or Experience Bachelor's Degree, specific to subject area requirements Certifications, Licenses, Registrations Pennsylvania State Teaching Certificate in designated curricular area(s) Act 34/151/114/126/168 Clearances/Certifications required Must have PDE Certification Qualification Requirements To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The requirements listed below are representative of the knowledge, skill and/or ability required. Knowledge and Abilities Knowledge of current research, theory and instructional practices and ability to apply that knowledge to positively impact learning. Ability to think critically and problem solve, especially as it relates to human learning and behavior. Knowledge of educational protocols and procedures and ability to implement these processes into the classroom setting. Academic Skills Knowledge of curriculum writing, assessment, principles and methods of curriculum and instruction and strategic planning. Knowledge of classroom management, social development, assessment and evaluation. Knowledge of special education and ability to adapt instruction as it relates to the regular classroom environment. Knowledge of brain research and ability to understand and apply this information to teaching. Knowledge of discipline policies and ability to make decisions to appropriately manage student behavior. Language Skills Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Must possess the ability to use the language in both oral and written form. Be able to listen to and understand information and ideas presented through spoken words and sentences. Be able to communicate information and ideas in speaking so others will understand. Ability to read, analyze and interpret professional journals. Math Skills Knowledge of arithmetic, algebra, geometry, statistics and their applications. Possess the ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations. Possess the ability to analyze and interpret student data particularly test scores. Technology Skills Be able to utilize programs such as Microsoft Office and the District grading/attendance packages. Be able to access, generate and analyze student through the Student Info System (SIS) data. Utilize email, the Internet and Intranet. Utilize Smart Boards and coordinating technologies. Be able to generate electronic lesson plans and templates to gather data for Excel reports. Implement the use of technology throughout the instructional process. Reasoning Ability Ability to understand and interpret state and national standards and to integrate those standards effectively throughout the curriculum of a school district. Ability to observe students, evaluate student data and make connections to improve the instructional process. Other Skills and Abilities The employee must possess the ability to maintain a high emotional energy and display enthusiasm for the middle school teaching and learning environment. Must develop effective coping strategies for dealing with the high expectations, frequent demands and significant responsibility of effectively educating large groups of young children. Must be able to react quickly in volatile situations and maintain composure even under stressful conditions. Must be able to advocate for students to create a positive learning environment. Possess imagination, patience, creativity, sound judgment, logical reasoning and analytical and problem-solving capabilities. Ability to make equitable decisions with sound emotional judgment. Must be able to concentrate with numerous interruptions. Maintain effective working relationships with students, parents, staff and the community. Ability to understand and facilitate needs of various personality types. Ability to perform duties with awareness of all District policies and professional obligations. 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. This position is considered to be a LIGHT Physical Demand Characteristic of Work position according to the physical demands strength rating of the Dictionary of Occupation Title , Fourth edition published by the US Department of Labor. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. recblid tns1tm8h2jtj32me1mnzpubg0o2fgz
Purpose/Summary The Guidance Counselor serves in a leadership role to provide a comprehensive school-counseling program that is preventative in design, developmental in implementation, and supports AASD students in the areas of academic achievement, career and college planning, and personal and social development. Assists the professional teaching staff and administration in developing sensitivity to and in identifying the particular needs of individual students. Collaborates with staff to build a caring and supportive climate within the school and advocates for all students. Creates and maintains good relationships with students. Essential Duties and Responsibilities Provides professional counseling and guidance services to students in the areas of personal, social, academic and career development. Provides input and works on master schedule to generate and customize student schedules. Delivers effective classroom instruction and information in accordance with guidance curriculum and planned course of study. Uses data to develop and inform the school counseling program and evaluates the program's impact on the school's instructional goals and school assessment requirements. Collaborates with all building level teams and parents to identify and focus on programming for specific student needs. Intervenes during crisis situations and participates on school crisis team. Effectively prepares students for age appropriate transitions. Acts as an Ambassador for the District. Collaborates with referral agencies and initiates referrals as appropriate. Provides requested student information to external organizations as necessary. Provides information and assists with the college application and admittance process when Enforces and follows all state and federal guidelines, administrative policies and rules governing Maintains accurate and complete student records as required by District policies. Supervises students in one-on-one and small group settings and on occasion, responsible for supervision of students in a classroom setting. Develops and maintains a written plan for effective delivery of the school counseling programs based on the AASD annual student achievement goals and aligned with the American School Counseling Association (ASCA) National Standards for School Counseling Programs. Other duties as assigned by the building principal. Education and/or Experience Bachelor's Degree in Education or related field and M.Ed. in Counseling Certifications, Licenses, Registrations Pennsylvania State School Counseling Certification K-12 (previously Elementary Counselor K-6 or Secondary Counselor 7-12) Act 34/151/114/126/168 Clearances/Certifications required Qualification Requirements To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The requirements listed below are representative of the knowledge, skill and/or ability Knowledge and Abilities Knowledge of current research, theory and school counseling techniques and ability to apply that knowledge to positively impact student learning and behavior. Ability to think critically and problem solve, especially as it relates to human learning and behavior. Knowledge of human behavior as it relates to crisis situations and ability to react and respond appropriately to crisis. Academic Skills - Knowledge of basic curriculum course content, assessment, principles and methods of curriculum and instruction and strategic planning. Knowledge of school counseling rules including assistance with academic goals, social and personal development and career development. Knowledge of special education and District, state and federal policies regarding special services. Knowledge of availability of community resources. Knowledge of human growth and development and ability to apply this information in the school setting. Knowledge of discipline policies and ability to make decisions to appropriately guide and counsel students through disciplinary situations. Knowledge of mental health diagnosis and trauma. Language Skills Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Must possess the ability to use the language in both oral and written form. Be able to listen to and understand information and ideas presented through spoken words and sentences. Be able to communicate information and ideas in speaking so others will understand. Ability to read, analyze and interpret professional journals. Math Skills Knowledge of arithmetic, algebra, geometry, statistics and their applications. Possess the ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations. Possess the ability to analyze and interpret data, particularly test scores and student surveys. Technology Skills Be able to utilize programs such as Microsoft Office and the District grading/ attendance packages. Be able to access, generate and analyze student assessment data. Utilize email, the Internet and Intranet. Utilize Smart Boards and coordinating technologies. Be able to gather data for Excel reports. Implement the use of technology for student and parent presentations. Reasoning Ability - Ability to understand and interpret state and national standards and to integrate those standards effectively. Ability to observe students and evaluate student data to make decisions that improve the overall school environment and success. Other Skills and Abilities The employee must possess the ability to maintain a high emotional energy and display enthusiasm for the school community and learning environment. Must develop effective coping strategies for dealing with the high expectations, frequent demands and significant responsibility of effectively supporting the educational process of students. Must be able to react quickly in volatile situations and maintain composure even under stressful Must be able to advocate for students to create a positive learning environment. Possess imagination, patience, creativity, sound judgment, logical reasoning and analytical and problem-solving capabilities. Ability to make equitable decisions with sound emotional judgment. Must be able to concentrate with numerous interruptions. Maintain effective working relationships with students, parents, staff and the community. Ability to understand and facilitate needs of various personality types. Ability to perform duties with awareness of all District policies and professional obligations. Physical Demands When performing activities throughout the day related to the educating of students, the counselor spends the majority of the day in an office and may be expected to move through the building and work in classrooms. Dealing with the students can entail kneeling or squatting, stooping, and bending from 50-70 degrees at the waist on an occasional to frequent basis. Must be able to exert up to 20 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects (textbooks and materials). When in a classroom setting, the counselor may move student's desks and chairs to change the layout of the classroom to influence the learning situation. The counselor must see and hear on a continuous basis as well as speak frequently. Positions may vary from standing, sitting, or walking. On a rare occasion it may be necessary to move quickly, run, etc. over smooth to uneven surfaces such as on asphalt, pea gravel, on the playground, or on the grass. The counselor must have manual dexterity to use office equipment, manipulate books and other learning materials, and assist students with various activities. The counselor must have repetitive movement of fingers and hands for keyboarding. 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. This position is considered to be a LIGHT Physical Demand Characteristic of Work position according to the physical demands strength rating is the Dictionary of Occupation Title, Fourth edition published by the IS Department of Labor. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work Environment The work environment will vary from potentially very loud situations such as cafeterias and playgrounds to more moderate situations such as offices, classrooms or large group professional settings. The majority of time will be spent indoors with consideration for adaptability to all weather conditions related to outdoor activities and/or travel. The employee must be able to work in air-conditioned and heated environments under florescent lighting. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals current! holding this position and additional duties may be assigned. recblid bb4uc9j0vov95jpzikq6v3mmh8mvsd
Purpose/Summary The high school teacher serves in a leadership role to establish a high school program, specific to a subject area that is rigorous, challenging and rich with higher-level cognitive exploration. Establishes effective rapport with students, motivates students to develop skills, attitudes and knowledge needed to provide a good foundation for higher education and career development in accordance with each student s abilities. Creates and maintains good relationships with administrative, students, parents and other staff members. Essential Duties and Responsibilities Develops lesson plans to reflect District curriculum and meet students varying needs. Establishes clear objectives for all lessons, units and projects, and communicates those objectives to students. Instructs through a variety of learning activities in assigned, certified subject area(s). Observes and evaluates students academic performance, behavior, career and social development. Recognizes and accommodates for individual student differences in ability, learning style, social/cultural orientation and requirements of student IEP s when providing instruction and assessing progress. Establishes and enforces rules for positive behavior and procedures for maintaining a learning culture among the students. Promotes and provides a comfortable classroom environment that fosters constructive relationships, facilitates student engagement and promotes learning. Provides exposure and activities connected to subject area to address college and career readiness. Communicates with parents/guardians regarding student performance. Communicates and collaborates with school personnel regarding academic planning and professional issues, including knowledge and use of best practices in developing rigorous and relevant curricula for instructional delivery. Enforces and follows all administrative policies and rules governing students. Demonstrates ongoing, professional growth and competency by utilizing current teaching strategies, instructional resources and materials. Maintains accurate and complete student records as required by District policies. Carries out supervisory responsibilities in accordance with the organizations polices and applicable laws. Other duties as assigned by the building principal. Education and/or Experience Bachelor's Degree, specific to subject area requirements Certifications, Licenses, Registrations Pennsylvania State Teaching Certificate in designated curricular area(s) Act 34/151/114/126/168 Clearances/Certifications required Must have PDE Certification Qualification Requirements To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The requirements listed below are representative of the knowledge, skill and/or ability required. Knowledge and Abilities Knowledge of current research, theory and instructional practices and ability to apply that knowledge to positively impact learning. Ability to think critically and problem solve, especially as it relates to human learning and behavior. Knowledge of educational protocols and procedures and ability to implement these processes into the classroom setting. Academic Skills Knowledge of curriculum writing, assessment, principles and methods of curriculum and instruction and strategic planning. Knowledge of classroom management, social development, assessment and evaluation. Knowledge of special education and ability to adapt instruction as it relates to the regular classroom environment. Knowledge of brain research and ability to understand and apply this information to teaching. Knowledge of discipline policies and ability to make decisions to appropriately manage student behavior. Language Skills Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Must possess the ability to use the language in both oral and written form. Be able to listen to and understand information and ideas presented through spoken words and sentences. Be able to communicate information and ideas in speaking so others will understand. Ability to read, analyze and interpret professional journals. Math Skills Knowledge of arithmetic, algebra, geometry, statistics and their applications. Possess the ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations. Possess the ability to analyze and interpret student data particularly test scores. Technology Skills Be able to utilize programs such as Microsoft Office and the District grading/attendance packages. Be able to access, generate and analyze student through the Student Info System (SIS) data. Utilize email, the Internet and Intranet. Utilize Smart Boards and coordinating technologies. Be able to generate electronic lesson plans and templates to gather data for Excel reports. Implement the use of technology throughout the instructional process. Reasoning Ability Ability to understand and interpret state and national standards and to integrate those standards effectively throughout the curriculum of a school district. Ability to observe students, evaluate student data and make connections to improve the instructional process. Other Skills and Abilities The employee must possess the ability to maintain a high emotional energy and display enthusiasm for the middle school teaching and learning environment. Must develop effective coping strategies for dealing with the high expectations, frequent demands and significant responsibility of effectively educating large groups of young children. Must be able to react quickly in volatile situations and maintain composure even under stressful conditions. Must be able to advocate for students to create a positive learning environment. Possess imagination, patience, creativity, sound judgment, logical reasoning and analytical and problem-solving capabilities. Ability to make equitable decisions with sound emotional judgment. Must be able to concentrate with numerous interruptions. Maintain effective working relationships with students, parents, staff and the community. Ability to understand and facilitate needs of various personality types. Ability to perform duties with awareness of all District policies and professional obligations. 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. This position is considered to be a LIGHT Physical Demand Characteristic of Work position according to the physical demands strength rating of the Dictionary of Occupation Title , Fourth edition published by the US Department of Labor. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned recblid ug078zbagx5jii8knwcpegtztw00qs
Purpose/Summary The high school teacher serves in a leadership role to establish a high school program, specific to a subject area that is rigorous, challenging and rich with higher-level cognitive exploration. Establishes effective rapport with students, motivates students to develop skills, attitudes and knowledge needed to provide a good foundation for higher education and career development in accordance with each student s abilities. Creates and maintains good relationships with administrative, students, parents and other staff members. Essential Duties and Responsibilities Develops lesson plans to reflect District curriculum and meet students varying needs. Establishes clear objectives for all lessons, units and projects, and communicates those objectives to students. Instructs through a variety of learning activities in assigned, certified subject area(s). Observes and evaluates students academic performance, behavior, career and social development. Recognizes and accommodates for individual student differences in ability, learning style, social/cultural orientation and requirements of student IEP s when providing instruction and assessing progress. Establishes and enforces rules for positive behavior and procedures for maintaining a learning culture among the students. Promotes and provides a comfortable classroom environment that fosters constructive relationships, facilitates student engagement and promotes learning. Provides exposure and activities connected to subject area to address college and career readiness. Communicates with parents/guardians regarding student performance. Communicates and collaborates with school personnel regarding academic planning and professional issues, including knowledge and use of best practices in developing rigorous and relevant curricula for instructional delivery. Enforces and follows all administrative policies and rules governing students. Demonstrates ongoing, professional growth and competency by utilizing current teaching strategies, instructional resources and materials. Maintains accurate and complete student records as required by District policies. Carries out supervisory responsibilities in accordance with the organizations polices and applicable laws. Other duties as assigned by the building principal. Education and/or Experience Bachelor's Degree, specific to subject area requirements Certifications, Licenses, Registrations Pennsylvania State Teaching Certificate in designated curricular area(s) Act 34/151/114/126/168 Clearances/Certifications required Must have PDE Certification Qualification Requirements To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The requirements listed below are representative of the knowledge, skill and/or ability required. Knowledge and Abilities Knowledge of current research, theory and instructional practices and ability to apply that knowledge to positively impact learning. Ability to think critically and problem solve, especially as it relates to human learning and behavior. Knowledge of educational protocols and procedures and ability to implement these processes into the classroom setting. Academic Skills Knowledge of curriculum writing, assessment, principles and methods of curriculum and instruction and strategic planning. Knowledge of classroom management, social development, assessment and evaluation. Knowledge of special education and ability to adapt instruction as it relates to the regular classroom environment. Knowledge of brain research and ability to understand and apply this information to teaching. Knowledge of discipline policies and ability to make decisions to appropriately manage student behavior. Language Skills Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Must possess the ability to use the language in both oral and written form. Be able to listen to and understand information and ideas presented through spoken words and sentences. Be able to communicate information and ideas in speaking so others will understand. Ability to read, analyze and interpret professional journals. Math Skills Knowledge of arithmetic, algebra, geometry, statistics and their applications. Possess the ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations. Possess the ability to analyze and interpret student data particularly test scores. Technology Skills Be able to utilize programs such as Microsoft Office and the District grading/attendance packages. Be able to access, generate and analyze student through the Student Info System (SIS) data. Utilize email, the Internet and Intranet. Utilize Smart Boards and coordinating technologies. Be able to generate electronic lesson plans and templates to gather data for Excel reports. Implement the use of technology throughout the instructional process. Reasoning Ability Ability to understand and interpret state and national standards and to integrate those standards effectively throughout the curriculum of a school district. Ability to observe students, evaluate student data and make connections to improve the instructional process. Other Skills and Abilities The employee must possess the ability to maintain a high emotional energy and display enthusiasm for the middle school teaching and learning environment. Must develop effective coping strategies for dealing with the high expectations, frequent demands and significant responsibility of effectively educating large groups of young children. Must be able to react quickly in volatile situations and maintain composure even under stressful conditions. Must be able to advocate for students to create a positive learning environment. Possess imagination, patience, creativity, sound judgment, logical reasoning and analytical and problem-solving capabilities. Ability to make equitable decisions with sound emotional judgment. Must be able to concentrate with numerous interruptions. Maintain effective working relationships with students, parents, staff and the community. Ability to understand and facilitate needs of various personality types. Ability to perform duties with awareness of all District policies and professional obligations. 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. This position is considered to be a LIGHT Physical Demand Characteristic of Work position according to the physical demands strength rating of the Dictionary of Occupation Title , Fourth edition published by the US Department of Labor. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned recblid 4t8zm0o7dzbkdap03mignf25t59e7b
Purpose/Summary To provide support to the teacher and to students in an appropriate manner that improves the overall quality of education in the classroom; and to assist the teacher in all facets of daily classroom management. Essential Duties and Responsibilities Assist in the education and social development of students under the direction and guidance of the classroom teacher. Assist in the implementation of Individualized Education Plans for the students and monitor the progress. Provide support for individual students inside and outside the classroom to enable them to fully participate in activities. Work with other professionals, such as speech therapist, social worker, occupational and physical therapists. Support students with emotional or behavior concerns and assist them in developing appropriate social skills. Document and maintain service logs for their student rosters in the Pennsylvania School-Based ACCESS program. Fulfill other duties and tasks assigned by teachers and supervisors. Education and/or Experience High School Diploma Minimum two years of experience in related field Certifications, Licenses. Registrations Act 34/151/114/126/168 Clearances/Certifications required Qualification Requirements To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The requirements listed below are representative of the knowledge, skill and/or ability required. Knowledge and Abilities Ability to think critically and problem solve. Knowledge of educational protocol and procedures. Ability to communicate electronically. Academic Skills - Knowledge of K-12 Education and ability to understand, manage and organize resources to support the specific school. Ability to learn the use of new technological resources and tools with minimal training. Language Skills Must possess the ability to use the language in both oral and written form. Be able to communicate information and ideas in speaking so others will understand. Knowledge of the structure and content of the English language. Ability to communicate effectively with administration, staff, students and community. Technology Skills Demonstrate competency with email and general forms of electronic communication. Reasoning Abilities Ability to problem solve, multi-task and utilize time and resources properly. Ability to assist with the organization of information. Other Skills and Abilities Possess the ability to display enthusiasm for the learning environment. React quickly in volatile situations and maintain composure even under stressful conditions. Possess imagination, patience, creativity, sound judgment, and logical reasoning. Concentrate with numerous interruptions. Maintain effective working relationships with students, parents, staff and the community. Perform duties with awareness of all District policies and obligations. 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. This position is considered to be a LIGHT Physical Demand Characteristic of Work position according to the physical demands strength rating of the Dictionary of Occupation Title , Fourth edition published by the US Department of Labor. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work Environment The work environment may vary from an office or classroom setting to potentially very loud situations such as cafeterias or playground settings. The majority of time will be spent indoors with consideration for adaptability to all weather conditions related to outdoor activities and/or travel. The employee must be able to work in air-conditioned and heated environments under florescent lighting. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. Salary/Compensation: $18.95 per hour recblid tsm3jd3j7oxere7fhcjq2y7t3gjub1
Cafeteria/Kitchen Worker Duties and Responsibilities Cafeteria workers perform a range of tasks related to preparing and serving food in a cafeteria or food service environment. A cafeteria /Kitchen Worker has the following duties and responsibilities: Prepare and serve food and beverages to customers Maintain clean and hygienic food preparation areas Operate kitchen equipment such as ovens, stoves, and grills Follow recipes and presentation specifications Restock ingredients and supplies as needed Check food and ingredients for freshness Handle cash transactions with customers Adhere to all sanitation and food production codes Assist in the setup and breakdown of the serving area Assist with inventory and proper food storage Job Brief We are seeking a diligent, friendly, and reliable Cafeteria Worker to join our team. The Cafeteria Worker s responsibilities include preparing and serving food, cleaning and maintaining the cafeteria area, and providing exceptional customer service. Cafeteria Workers are also responsible for observing health and safety guidelines to ensure a clean and hazard-free environment. The ideal candidate will have experience in a food service setting, possess excellent interpersonal skills, and have a genuine passion for providing excellent service. Responsibilities Prepare and serve meals to students and staff Maintain cleanliness and hygiene of the cafeteria, kitchen, and storage areas Assist in the receipt and stocking of food and supplies Operate kitchen equipment and appliances safely and efficiently Collect and dispose of waste in an appropriate manner Follow and comply with all health and safety regulations Provide excellent customer service to students and staff Qualifications Previous experience in a food service setting preferred Ability to operate kitchen equipment safely and efficiently Understanding of food safety practices and regulations Strong interpersonal and communication skills Physically capable of standing for long periods and lifting heavy items High School Diploma or equivalent Additional Information Job Title: Cafeteria Worker Work Environment: School cafeteria setting. This role requires standing for long periods and some heavy lifting. Reporting Structure: Reports to the Cafeteria Manager. Salary: Salary is based upon candidate experience and qualifications, as well as market and business considerations. recblid s61vmgdkn0servicuih17vvd1cljwn
