Director Teaching Learning Jobs in Georgia (NOW HIRING)

License and Certification Qualifications:  Meet Georgia certification requirements in appropriate field of education.
Education Qualifications:  Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.
Experience Qualifications:  Previous teaching experience preferred.
Skills Qualifications:  Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; understanding of the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication and human relations skills; exemplary teaching and diagnostic assessment skills; mastery of subject area; and knowledge of Individuals with Disabilities Education Improvement Act (IDEIA) and due process.
Primary Responsibilities:  Responsible for planning and providing for appropriate learning experiences for students based on the district's AKS curriculum as well as providing an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals.
1.         Demonstratecommand of school subject being taught.
a.         Provide direct instruction and/or speciallydesigned instruction to students in special programs consistent with thedistrict?s curriculum and Individual Education Programs (IEP).

b.         Consult with classroom teachers and/or localschool administrator to develop and maintain academic as well as behavioralmanagement programs.

c.         Participate as an active member of the regularfaculty of the school, assuming school duties shared by classroom teachers.

d.        Conduct in-service programs to the facultyregarding special education, specific program areas, management techniques,Individuals with Disabilities Education Act (IDEA), etc.

e.        Communicate and work collaboratively withregular educators to support students with disabilities in regular classrooms.

2.        Develop and prioritize long and short-terminstructional objectives based on the district's AKS curriculum.


a.        Identify specific prerequisite skills and/orknowledge necessary for students to learn the AKS.

b.        Plan instruction as needed to promote studentmastery of prerequisite skills and knowledge.

c.        Analyze student work and assessments to determineinstructional needs.

d.        Prepare written lesson plans to support instructionalobjectives of the AKS for all students.

e.        Plan appropriate assessment of student learning.

3.        Evaluate, select, and modify resources andactivities.


a.        Review resources including district corematerials.

b.        Select core materials and other resourcesthat match the AKS.

c.        Select resources that match the learner(s)needs.

d.        Select resources that reflect scientificallybased research on effective instruction.

4.        Oversee assessment activities.
a.        Administer screening and diagnostic assessmentinstruments in a timely manner to children referred to special educationand interpret evaluation results to parents and regular classroom teachers.



5.        Provide initial focus for the lesson.


a.        Communicate specific learning objectivesto students in a clear manner.

b.        Link lesson content to students? prior knowledge,background experience, and/or real-world application of content.

c.        Capture student attention through activeinvolvement.

6.        Organize content for presentation of thelesson.


a.        Present information in a logical sequence.

b.        Organize the presentation of content intoblocks or steps based on the students? needs and the complexity of thematerial.

c.        Follow research-based organizational planfor content organization, such as anticipatory set, acquisition lesson,guided practice, independent practice, and summarizing.

7.        Utilize scientifically researched effectiveinstructional strategies and ways of providing information for studentsto acquire the learning.


a.        Assess students? learning of the AKS andprovide specific feedback to students and parents on a frequent basis.
b.        Provide collaborative learning opportunities.


c.        Model strategies and skills and provide multipleopportunities for distributed guided practice followed by independent practice.

d.       Explicitly teach essential content-related vocabulary.

e.       Utilize a variety of nonverbal/visual representationsof content and skills.

f.        Explicitly teach students to summarize theirlearning.

g.      Explicitly teach skills for improving reading andwriting proficiency/literacy across content areas.

h.        Access and/or build students? backgroundknowledge and experience.

i.        Use and teach questioning and cuing/promptingtechniques.

j.        Utilize technology effectively to plan, teach,and assess.

k.       Use inquiry-based problem-solving learning strategieswith students in all content areas.

l.        Teach and require students to set personalgoals for improving their academic achievement.

m.      Teach students to compare and contrast knowledge,concepts, or content.

8.        Provide formative assessment that measuresstudent progress toward AKS objective(s).


a.        Monitor students? progress in learning througha variety of techniques on a frequent basis.

b.        Adjust instructional plans based on formativeassessment results.

c.        Provide criteria that allow students to measuretheir own progress toward an objective(s).

9.        Provide summative assessment, which measuresstudent achievement of objectives(s).


a.        Assess students' learning of the AKS.

b.        Provide assessments that are appropriatefor the learner(s).

c.        Maintain assessment records for each student.

d.        Communicate assessment results to students.

e.       Utilize assessment results to plan for subsequentinstruction.

10.       Organize the learning environment to maximizestudent time on task.


a.        Organize and arrange the classroom to facilitatelearning.

b.        Ensure smooth transitions from one activityto another.

c.        Maintain an orderly system for housekeepingduties including attendance, passes, announcements, distributing and collectingmaterials, and homework assignments.

11.       Maintain behavior, which is conducive to learning.


a.        Define and communicate behavior expectationsto students in a clear manner.

b.        Monitor behavior and provide appropriatefeedback to students.

c.        Deal effectively with inappropriate behavior.

d.        Focus on student behavior rather than personality.

e.        Treat sensitive situations with discretion.

f.         Encourage participation from all students.

g.        Establish mutual respect between the teacherand students.

h.        Convey warmth, friendliness, and enthusiasm.

12.       Assist with the physical needs of special educationstudents when appropriate.


a.        Assist with toileting, feeding, positioning,lifting, dressing, and other self-help skill areas as needed.
b.        Ensure safe travel of students within theschool environment and on study trips as needed.


c.        Provide to support ostomy care, catheterization,and/or other medically related procedures as needed.

13.      Oversee the due process.


a.        Demonstrate a general understanding of IDEIAand state guidelines for special education and implement specific eligibility/programguidelines in accordance with the program(s) in which they are assigned.

b.        Coordinate and/or serve on eligibility andplacement teams.

c.        Maintain complete records on children servedaccording to due process and county guidelines as well as the completionof required local, state, and federal reporting forms.

d.        Inform designated school administrative personnelof program progress, issues, and/or concerns.

e.        Comply with federal, state, and districtdue process policies and procedures.

14.      Participate professional growth activities.
a.        Participate in professional growth and professionallearning activities.



b.        Apply new knowledge and skills acquired inplanning and delivery of student instruction.

c.        Demonstrate evidence of progress toward individualgoals plan.

15.       Execute professional responsibilities.


a.         Use standard written expression.

b.         Use acceptable oral expression.

c.         Demonstrate punctuality to class, to assignedduties, and to other school activities.

d.        Submit records, reports, and forms accuratelyand in a timely manner.

e.        Provide clear plans for substitute teachers.

f.          Maintain regular attendance.

g.        Demonstrate a willingness to share ideas,methods, and materials.

h.        Cooperate with staff and support the developmentof activities/goals of the local school.

i.          Encourage positive home/school communications.

16.        Perform other duties as assigned.

   
Physical Demands:
While performing the duties of this job, the employee is frequently required to use the following physical demands: significant lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. The job is performed under conditions with exposure to risk of injury and/or illness and in a clean atmosphere. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.