SUMMARY: Plans and implements appropriate curriculum and activities designed to promote academic, social, and emotional growth for children with varying needs. Successfully communicates with children, parents, and colleagues. Demonstrates a professional demeanor as well as an ongoing interest in personal growth and professional development.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:

Along with the sixth-grade team and division colleagues, plan and implement an appropriately challenging curriculum in language arts for individuals, small groups, and a full classroom of students. Language Arts curriculum includes reading, writing, grammar, vocabulary, and study skills for middle school readiness.
Promote learning in the areas of academic, social-emotional, and physical development and generate enthusiasm in students to actively participate in the learning process.
Assess and provide for individual differences among students
Working collaboratively with the division director, learning specialist, math specialist, science specialist, director of innovation, and director of teaching and learning.
Communicate openly with teammates regarding shared classroom responsibilities, delivery of curriculum, and individual student and parent needs.
Model strong collaboration with colleagues.
Verbally communicate with students in a positive manner. Communicate respectfully, clearly, and honestly in verbal, electronic, and written form with parents, administrators, and colleagues regarding curriculum, students, and child development issues.
Keep current in contemporary pedagogical thinking, strategies, and techniques through the reading of professional journals and attendance at professional conferences, workshops, and courses.
Integrate and model meaningful and appropriate use of technology tools within the curriculum and as a communication tool.
Positively contributes to the schoolwide community.
Planning, coordination, and participation in capstone student travel experience.
Other duties may be assigned.
EDUCATION AND EXPERIENCE: Valid elementary-level California teaching credential is preferred, but not required.

INDIVIDUAL PREREQUISITES: To perform this job successfully, an individual must be able to perform each essential duty to the satisfaction of the administration. The requirements listed below are representative of the knowledge, skill, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

BEHAVIORAL SKILLS: Demonstrate personal integrity, friendliness, patience, fairness, openness, non-defensiveness, sensitivity, flexibility, and enthusiasm.

LANGUAGE SKILLS: Ability to read, analyze, and interpret written documents, professional literature, and material pertinent to elementary education, curriculum, and child development. Ability to write reports, academic and developmental evaluations, curricular plans, and letters to parents and others. Ability to verbally articulate information and respond to children, parents, colleagues, and administrators in the areas of curriculum, instruction, and child development.

MATHEMATICAL SKILLS: Ability to add, subtract, multiply, and divide using whole numbers, fractions, and decimals; create and interpret graphs; compute ratios and percent.

TECHNICAL/TECHNOLOGY SKILLS: High comfort level and proficiency with technology as a teaching, learning, and communication tool.

REASONING ABILITY: Ability to solve practical problems and apply common sense in dealing with everyday and emergency situations. Ability to interpret a variety of instructions furnished in written, oral, diagram, and schedule form.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by a teacher to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is regularly required to talk and hear. Other physical requirements include the ability to stand, walk, sit, climb, use hands to finger, handle, or feel objects, tools, or controls, reach with hands and arms, stoop, kneel, crouch, or crawl. The employee must also have the ability to lift and/or move children of all sizes. Specific vision abilities required include close vision, distance vision, peripheral vision, and the ability to adjust focus.

WORK ENVIRONMENT: The work environment described here is representative of what a teacher generally encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. The noise level in the work environment may vary from quiet to moderate to noisy.