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Waterbury Public Schools

 

JOB CLASSIFICATION DESCRIPTION

 

JOB CLASSIFICATION TITLE

 

High School Science (Chemistry)
DEPARTMENT

 

Teaching and Learning

 

INCUMBENT NAME

 

BARGAINING UNIT CLASSIFICATION

 

Waterbury Teachers' Association CEA-NEA

 

REPORTS TO:

 

Receives administrative direction from the Principal or other administrative official of a higher grade

 

FLSA DESIGNATION

 

Exempt

 

PART I - SUMMARY OF CLASSIFICATION

 

This class is accountable for teaching occupational, career and technical, or vocational subjects as defined by applicable laws and regulations at various District schools.

 

PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

 

A. EDUCATION AND EXPERIENCE

 

General Experience:

 

1. Possession of a Bachelor's degree from an accredited university or college.  

 

Special Requirement:

 

1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.  

 

B. CREDENTIALS:

 

C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:

 

1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate and Chemistry 7-12 (031) endorsement(s) or other endorsement(s) appropriate to the teaching assignment. 

2. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license. 

D. KNOWLEDGE, SKILLS AND ABILITIES

 

• Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;

• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;

• Knowledge of child development;

• Knowledge of classroom management techniques;

• Knowledge of instructional technologies;

• Knowledge of learner outcomes;

• Knowledge of learning theory, students' learning styles and needs, both academic and affective, and theories of multiple intelligences; 

• Knowledge of multicultural, gender and disability fair curriculum concepts;

• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);

• Some knowledge of community resources;

• Excellent listening skills;

• Skill in classroom management and organization;

• Skill in classroom presentation;

• Skill in human relations, mediation, conflict management and interpersonal interactions;

• Skill in maintaining and developing reports;

• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;

• Ability to adapt teaching styles to diverse student populations;

• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);

• Ability to communicate effectively, both orally and in writing; 

• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;

• Ability to multi task and be flexible;

• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;

• Ability to provide appropriate instruction in core subjects;

• Ability to utilize computer and multimedia technology, as appropriate;

• Ability to work in a cooperative learning environment;

• Ability to work with individuals from diverse backgrounds.

 

PART III - POSITION SUPERVISES

 

1. May direct the work of paraprofessionals.

 

PART IV - ESSENTIAL FUNCTIONS

 

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.

 

• Adapts teaching methods and instructional materials to meet student's varied needs and interests;

• Administers tests to assess educational needs or progress;

• Advises students on academic or career matters;

• Applies multiple teaching methods;

• Assigns and grades class work and homework;

• Assigns class work to students;

• Assists students with special educational needs;

• Attends professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence;

• Attends staff meetings and serve on committees, as required;

• Collaborates with other teachers and administrators in the development, evaluation, and revision of school programs;

• Collaborates with other teaching professionals to develop educational programs;

• Confers with other staff members to plan and schedule lessons promoting learning, following approved curricula;

• Creates technology-based learning materials;

• Develops instructional objectives;

• Develops strategies or programs for students with special needs;

• Discusses problems or issues with supervisors;

• Discusses student progress with parents or guardians;

• Distributes instructional or library materials;

• Documents lesson plans;

• Enforce all administration policies and rules governing students;

• Enforces rules or policies governing student behavior;

• Establishes clear objectives for all lessons, units, and projects and communicate those objectives to students;

• Evaluates student work;

• Guides and advises students with adjustments or academic problems, or special academic interests;

• Instructs and monitors students in the use and care of equipment and materials to prevent injuries and damage;

• Instructs students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations;

• Maintains accurate and complete student records as required by laws, district policies, and administrative regulations;

• Maintains inventories of materials, equipment, or products;

• Maintains student records;

• Meets with other professionals to discuss individual student's needs and progress;

• Meets with parents and guardians to discuss their student's progress and to determine priorities for their children and their resource needs;

• Modifies teaching methods or materials to accommodate student needs;

• Monitors student performance, behavior, social development, or health;

• Observes and evaluate students; performance, behavior, social development, and physical health;

• Orders instructional or library materials or equipment;

• Plans and conducts activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate;

• Plans and supervises class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities;

• Plans educational activities;

• Plans experiential learning activities;

• Prepares and implements remedial programs for students requiring extra help;

• Prepares for assigned classes and shows written evidence of preparation upon request of immediate supervisors;

• Prepares materials and classrooms for class activities;

• Prepares objectives and outlines for courses of study, following curriculum guidelines or requirements of the District and program;

• Prepares reports detailing student activities or performance;

• Prepares reports on students and activities as required by administration;

• Prepares tests;

• Prepares, administers, and grades tests and assignments to evaluates students' progress;

• Provides disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms;

• Selects, stores, orders, issues, inventories, and maintains classroom equipment, materials, and supplies;

• Serves on institutional or departmental committees;

• Sets up classroom materials or equipment;

• Sponsors extracurricular activities such as clubs, student organizations, and academic contests;

• Supervise school or student activities;

• Teaches others to use technology or equipment;

• Uses computers, audio-visual aids, and other equipment and materials to supplement presentations;

• Performs related duties as required.

 

PART V - Working Conditions, Physical and Mental Requirements

 

Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.

 

Frequency: Place an "X" in each box that is appropriate to your job. 

                

NEVER (N)

OCCASIONALLY (O)

FREQUENTLY (F)

CONSTANTLY (C)

0 % of Shift

1-33% of Shift

34-66% of Shift

67-100% of Shift

Working Conditions

N

O

F

C

Working Conditions

N

O

F

C

Physical Demands

Depth Perception

X

Standing

X

Color Distinction

X

Walking

X

Peripheral Vision

X

Sitting

X

Driving

X

Lifting

X

Physical Strength:

Carrying

X

Little Physical Effort (-10 lbs.)

X

Pushing

X

Light Work (-20 lbs.)

X

Pulling

X

Medium Work (20-50 lbs.)

X

Climbing

X

Heavy Work (50-100 lbs.)

X

Balancing

X

Very Heavy Work (100+ lbs.)

X

Stooping

X

Environmental Conditions

Kneeling

X

Cold (50 degrees F or less)

X

Crouching

X

Heat (90 degrees F or more)

X

Crawling

X

Temperature Changes

X

Reaching

X

Wetness

X

Handling

X

Humidity

X

Grasping

X

Extreme Noise or Vibration

X

Twisting

X

Exposure to Chemicals

X

Feeling

X

Exposure to Gases and Fumes

X

Talking

X

Exposure to Unpleasant Odors

X

Hearing

X

Exposure to bodily fluids

X

Repetitive Motion

X

Exposure to dampness

X

Hand/Eye/Foot Coordination

X

Confinement to Small or Restricting Area

X

Visual Acuity/Near

X

Mechanical...