Job Description

Superintendent Designee PositionPreference will initially be given to internal applicants as outlined in the YEA bargaining unit agreement. See the attached job description for additional information. Licensure Area Required - Computer Science EndorsementYoungstown City School DistrictPosition: TeacherClass: YEA/Bargaining UnitReports to: Building PrincipalSalary Range: Collective Bargaining Agreement Negotiated Salary ScheduleSchedule: 184 DaysFund Source: General/108Students engage in challenging tasks in which they draw upon personal strengths and diverse experiences, create meaningful connections, and develop innovative problem-solving skills. With the confidence and character gained from these experiences, students pursue their individual passions and participate responsibly and effectively in their communities.Primary Function Teachers shall perform such duties and responsibilities associated with the teaching profession, those outlined in Youngstown City School District policies.Organizational Relationships The teacher reports directly to the Building Administration.QualificationsOhio Department of Education Teacher Licensure and Highly Qualified appropriate to assignment; individuals with the Early Childhood P-3 License will be required to obtain the Generalist License or license to teach additional grade levels within three years of employment per the YEA Collective Bargaining Unit agreement.Ability to understand and carry out oral and written directionsAbility to visually supervise students, and assess situations for safety concernsAbility to exercise sound judgment in making decisions regarding the safety and welfare of studentsAbility to perform assigned duties and tasks with a minimum of directionAbility to maintain effective public, student, and co-worker relationshipsAbility to physically move about the school building and work environmentAbility to speak, write, read, and understand EnglishYCSD Organizational Talent and Leadership Office- February 2021Performance Responsibilities1. Planning and Preparation1a. Demonstrating Knowledge of Content and PedagogyThe teacher's plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that discipline.1b. Demonstrating Knowledge of StudentsThe teacher actively seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students.1c. Setting Instructional OutcomesInstructional outcomes are stated as goals reflecting high-level learning and curriculum standards. They are suitable for most students in the class, represent different types of learning, and can be assessed. The outcomes reflect opportunities for coordination.1d. Demonstrating Knowledge of ResourcesThe teacher is fully aware of the resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them.1e. Designing Coherent InstructionThe teacher coordinates knowledge of content, students, and resources to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The lesson or unit has a clear structure and is likely to engage students in significant learning.2. The Classroom Environment2a. Creating an Environment of Respect and RapportClassroom interactions, both between teacher and students and among students, are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students.2b. Establishing a Culture for LearningThe classroom culture is characterized by high expectations for most students and genuine commitment to the subject by both teacher and students, with students demonstrating pride in their work.2c. Managing Classroom ProceduresLittle instructional time is lost because classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties occur smoothly.2d. Managing Student BehaviorStandards of conduct appear to be clear to students, and the teacher monitors students' behavior against those standards. The teacher's response to student misbehavior is appropriate and respects the students' dignity.3. Instruction3a. Communicating with StudentsExpectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate for students' cultures and levels of development.3b. Using Questioning and Discussion TechniquesMost of the teacher's questions elicit a thoughtful response, and the teacher allows sufficient time for students to answer. All students participate in the discussion, with the teacher stepping aside when appropriate.3c. Engaging Students in LearningActivities and assignments, materials, and grouping of students are fully appropriate for the instructional outcomes and students' cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lesson's structure is coherent, with appropriate pace.3d. Using Assessment in InstructionAssessment is regularly used in instruction, through self-assessment by students, monitoring of progress of learning by the teacher and/or students, and high-quality feedback to students. Students are fully aware of the assessment criteria used to evaluate their work.3e. Demonstrating Flexibility and ResponsivenessThe teacher promotes the successful learning of all students, making adjustments as needed to instructional plans and accommodating student questions, needs, and interests.4. Professional Responsibilities4a. Reflecting on TeachingThe teacher provides an accurate and objective description of the lesson, citing specific evidence. The teacher makes some specific suggestions as to how the lesson might be improved.4b. Maintaining Accurate RecordsThe teacher's systems for maintaining both instructional and non-instructional records are accurate, efficient, and effective.4c. Communicating with FamiliesThe teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.4d. Participating in a Professional CommunityThe teacher participates actively in the professional community and in school and district events and projects, and maintains positive and productive relationships with colleagues.4e. Growing and Developing ProfessionallyThe teacher seeks out opportunities for professional development based on an individual assessment of need and actively shares expertise with others. The teacher welcomes feedback from supervisors and colleagues.4f. Showing ProfessionalismThe teacher displays a high-level of ethics and professionalism in dealings with both students and colleagues and complies fully and voluntarily with school and district regulations.4g. Professional CommitmentThe teacher has good attendance and regularly participates in all staff, department, and committee meetings in addition to other school/district events.Terms of Employment184 work days – salary and work year established by the Board of Education and Youngstown Education Association Collective Bargaining AgreementEvaluation Performance will be evaluated in accordance with OTES 2.0 as outlined by O.R.C and YCSD Policy.YCSD Organizational Talent and Leadership Office- February 2021 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.The Youngstown City School District is an equal opportunity employer offering employment without regard to race, color, religion, gender, national origin, age, or disability. This job description summary does not imply that these are the only duties to be performed. This job description is subject to change in response to funding variables, emerging technologies, improved operating procedures, productivity factors, and unforeseen events.

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