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  ASHEVILLE CITY SCHOOLS JOB DESCRIPTION
  Family & Consumer Sciences Education - Early Childhood Education/Child Development
JOB TITLE: Teacher, Early Childhood Education
LOCATION: CTE (Career & Technical Education Department), Asheville High School
JOB STATUS: Full-time - 10 months
CONTACT: Ivry.Cheeks@acsgmail.net

Required Degree Level: Bachelor's degree.
Examples of Related Degrees: Child Development and Family Relations, Family Studies, Child Psychology, Human Development.
DUTIES AND RESPONSIBILITIES
The Early Childhood Education program is designed to teach students the aspects of the physical, social, emotional, and cognitive development of young children from birth through elementary age. The ideal candidate for this position will provide high school students with instruction in child growth and development, health, nutrition, safety, and guidance. This instructor will help coordinate the completion of the required internship hours for the high school students. Students will study career pathways and develop the characteristics of successful teachers and childcare providers through practicums and classroom instruction. In this position, the instructor will also teach students theoretical concepts and how to apply those concepts to real-life situations where they learn how to meet the developmental needs and interests of young children in a childcare setting. The program utilizes a delivery system made up of four integral parts: formal/technical instruction, experiential learning, supervised occupational experience, and the Career and Technical Student Organizations, FCCLA. 
MAJOR RESPONSIBILITIES AND DUTIES:

• Develop and implement lesson plans that fulfill the requirements of the district's curriculum program and show written evidence of preparation as required.
• Prepare lessons that reflect accommodations for differentiation.
• Present subject matter according to guidelines established by the North Carolina Department of Instruction, board policies, and administrative regulations.
• Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles, interests, and needs of students assigned.
• Conduct assessment of student progress and use results to plan instructional activities. Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements.
• Seek the assistance of district specialists as recommended to plan for instruction.
• Use technology to strengthen the teaching/learning process.
• Help students analyze and improve study methods and habits.
• Conduct ongoing assessment of student achievement through formal and informal testing.
• Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
• Manage student behavior in accordance with the Student Code of Conduct and student handbook.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
• Maintain a professional relationship with colleagues, students, parents, and community members.
• Use effective communication skills to present information accurately and clearly.
• Participate in staff development activities to improve job-related skills.
• Keep informed of and comply with state, district, and school regulations and policies for classroom teachers.
• Compile, maintain, and file all physical and computerized reports, records, and other documents required.
• Attend and participate in faculty meetings and serve on staff committees as required.
• Demonstrate regular and prompt attendance to ensure a consistent focus on student learning.
• Perform other duties as assigned.

Mental/Physical/Environmental Demands:

•  Frequent standing, stooping, bending, pulling, and pushing.
• Frequent moving of small stacks of textbooks, lab equipment, desks, and other classroom equipment.
• Occasional lifting up to 25 pounds.
• Ability to understand complex problems and to collaborate and explore alternative solutions.
• May be exposed to outdoor weather conditions during portions of the workday. Needs to move   about inside the classroom or campus to monitor students as necessary

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
Physical Requirements:  Must be physically able to sit, stand, walk, and drive a car.  Must be able to lift boxes up to 10 pounds.  Physical demand requirements are for Light Work.
Data Conception:  Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things.
Interpersonal Communication:  Requires the ability to speak and/or signal people to convey or exchange information.  Includes giving instructions, assignments, or directions to subordinates or assistants.
Language Ability: Requires the ability to read simple forms.  Requires the ability to prepare time sheets and supply requisitions using prescribed format.
Intelligence:  Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.
Verbal Aptitude:  Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions.  Must be able to communicate effectively and efficiently in Standard English.
Numerical Aptitude:  Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.
Motor Coordination:  Requires the ability to coordinate hands and eyes rapidly and accurately in using a keyboard.
Interpersonal Temperament:  Requires the ability to deal with people beyond giving and receiving instructions.  Must be adaptable to performing under minimal levels of stress.