ESOL Teacher (Part Time, 0.40 FTE)

Come join the dynamic team at the Richmond Middle School in Hanover, NH. Serving communities on both sides of the Connecticut River, RMS has a strong team of teachers, special educators, counselors, and administrators dedicated to offering individualized and meaningful learning in a traditional middle school environment. The right candidate will believe in the importance of collaboration in education and work to integrate ELL services into the classroom curriculum. The RMS staff is dedicated to building a community of learners and fostering confidence in all our students. Position begins August 2024, open until filled.

Submit applications at https://sau70.tedk12.com/hire/ViewJob.aspx?JobID=542

POSITION TITLE: CLASSROOM TEACHER

Job Description Approved By: SAU 70 School Board

Date

01/01/2018

General Purpose

The classroom teacher is responsible for the education of each pupil in his/her charge and for working with students, parents, other teachers, and staff toward achieving the goals set forth by the district.

Reports To

Principal

Supervises

N/A

Position Duties And Responsibilities

Except as specifically noted, the following functions are considered essential to this position:

• Create a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students, and encourages mutual respect and effective learning.
• Plan lessons that employ a variety of instructional techniques that, when implemented, meet the needs and capabilities of the individuals or student groups involved.
• Utilizes district curriculum goals and objectives to write comprehensive lesson plans designed to meet the learning needs of all students.
• Uses a variety of audio, visual, manipulative, and technological materials and resources to support the district’s curriculum.
• Understands how students learn and develop and provides opportunities that support their cognitive, linguistic, creative, social, moral, emotional, and physical development.
• Identifies possible causes of student behavior and deals with the behavior constructively and according to School Board policy.
• Assesses student for the purpose of providing feedback to students, parents, and administration regarding students’ progress, expectations, goals, etc.
• Utilizes data from standardized tests and a variety of formal and informal assessments to drive instruction.
• Maintains maximum supervision of assigned students at all times and encourages students to set and maintain standards of classroom behavior.
• Strives to implement by instruction and action the District’s philosophy of education and instructional goals and objectives.
• Makes referrals to district specialists about students who exhibit signs of educational handicapping conditions.
• Implements accommodations and modifications as listed on Individual Education Plan (IEP), 504 plans, and developed at CHAT meetings.
• Maintains accurate, complete, and correct records as required by law, district policy, and administration regulation.
• Participates in various meetings (e.g. parent conferences, in-service training, faculty meetings) for the purpose of receiving and/or providing information and/or meeting credential requirements.
• Participates in curriculum construction and revision and cooperates with other members of the staff in planning instructional goals, objectives, and methods.
• Contributes to the quality, positive culture, and effectiveness of the school and district by working individually and/or collaboratively with others.
• Maintains open lines of communication with parents in order to provide parents with information that will serve the best interests of students, and exercises discretion with information received from parents.
• Participates as a team member on special education Individual Education Plan (IEP) meeting team as requested and to implement individual education plans as required.
• Maintains state certification through approved professional development activities.
• Follows District policies, procedures, goals, and approved curriculum for content areas.
  
  

This job description is not intended to be all inclusive, and employees will also perform other tasks and assume other responsibilities as assigned by supervisor(s).

Evaluation

Evaluation will be based on ability and effectiveness in carrying out the responsibilities of the position as defined. Performance will be reviewed by Administrators in cooperation with the Superintendent and in accordance with School Board policy.

Terms Of Employment

Contracted 185 days

Exempt

Minimum Qualifications

Education and Experience:

Bachelor’s Degree

Necessary Knowledge, Skills And Abilities

Knowledge of child and adolescent development

Knowledge of testing instruments and their application to the academic setting

Knowledge of research based instructional interventions

Ability to collaborate with professionals, parents, and community

Awareness of applicable state Administrative Rules and Regulations

Licensure And Certification Requirements

Applicable State Certification (or Statement of Eligibility from applicable agency)

Highly Qualified status or equivalent

PHYSICAL ACTIVITY REQUIREMENTS: Primary Physical Requirements:

(Not, Rarely, Occasionally, or Frequently Required)

• Lift up to 10 lbs:
  
  

Frequently required

• Lift 11 to 25 lbs:
  
  

Occasionally required

• Lift 25 to 50 lbs:
  
  

Rarely required

• Lift over 50 lbs:
  
  

Not required

• Carry up to 10 lbs:
  
  

Frequently required

• Carry 11 to 25 lbs:
  
  

Occasionally required

• Carry 26 to 50 lbs:
  
  

Rarely required

• Carry over 50 lbs:
  
  

Not required

• Reach above shoulder height:
  
  

Frequently required

• Reach at shoulder height:
  
  

Occasionally required

• Reach below shoulder height:
  
  

Frequently required

• Push/Pull:
  
  

Frequently required

Hand Manipulation

(Not, Rarely, Occasionally, or Frequently Required)

• Grasping:
  
  

Frequently required

• Handling:
  
  

Frequently required

• Torquing:
  
  

Not required

• Fine Manipulation:
  
  

Frequently required

• Controls and Equipment:
  
  

Computer, telephone, copy machine and scanner, 2-way radio, calculator, Overhead Projector, Smartboards

Other Physical Consideration

(Not, Rarely, Occasionally, or Frequently Required)

• Twisting:
  
  

Frequently required

• Bending:
  
  

Frequently required

• Crawling:
  
  

Not required

• Squatting:
  
  

Frequently required

• Kneeling:
  
  

Occasionally required

• Crouching:
  
  

Frequently required

• Climbing:
  
  

Not required

• Balancing:
  
  

Rarely required

During The Work Day, Employee Is Required To

• Sit:
  
  

up to 3 consecutive hours

• Stand:
  
  

up to 3 consecutive hours

• Walk:
  
  

up to 1 consecutive hour

Cognitive And Sensory Requirement(s)

• Talking:
  
  

Necessary for communicating with others.

• Hearing:
  
  

Necessary for receiving instructions and inquiries.

• Sight:
  
  

Necessary for doing job effectively and correctly.

• Tasting and Smelling:
  
  

Not Required

Work Environment: Inside: up to 100%

Outside: up to 20%

Work Surface(s): Office Desk, Office Chair

Carpeted floor, tile floor

Other Training, Skills And Experience Requirements

Ability to work with staff, students, parents, and the community

Other Considerations And Requirements

The physical demands of an employee in a regular education teaching role are minimal. The employee is occasionally required to do some lifting. Employee is typically able to sit and stand as needed.

Applicants will be subjected to a criminal background check as required by state law.