Teacher
Southern Door County School District Teacher
TITLE: K-12 Teacher
QUALIFICATIONS:
1. Must have valid certification from the Department of Public Instruction as a teacher
2. Alternative certifications as allowed by the Wisconsin Department of Public Instruction
REPORTS TO: Building Principal/Program Supervisor
JOB GOAL: To provide each student with the maximum opportunity to learn through student engagement,
personalized learning, and development of citizenship and life skills to ensure that all Southern
Door County School District students graduate demonstrating readiness for college, career, and
community.
PERFORMANCE RESPONSIBLITIES:
Standard 1: Professional Knowledge- The teacher understands an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences. Performance indicators may include, but are not limited to:
1. Effectively addresses appropriate curriculum standards (i.e. district standards, and other required standards such as disciplinary literacy, ITLS, 21st CenturySkills)
2. Integrates key content elements and higher-level thinking skills in instruction.
3. Demonstrates ability to link present content with past and future learning experiences, other subject areas,
and real-world experiences and applications.
4. Demonstrates accurate knowledge of the subject matter.
5. Demonstrates skills relevant to the subject area(s) taught.
6. Bases instruction on goals that reflect high expectations and understanding of the subject.
7. Understands intellectual, social, emotional, and physical development of the age group.
8. Uses precise language, correct vocabulary and grammar, and acceptable forms of communication as it relates to a specific discipline and/or grade level.
9. Has knowledge and understanding of a school, family, and community resources to help meet all students'
learning needs.
10. Demonstrates appropriate accommodations and modifications for diverse learners (e.g. English learners, gifted learners, students with disabilities, etc.)
Standard 2: Instructional Planning - The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students. Performance indicators may include, but are not limited to:
1. Aligns lesson objectives to approved curriculum using student learning data to guide planning.
2. Plans accordingly for pacing, sequencing content coverage, transitions, and application of knowledge.
3. Plans for differentiate instruction.
4. Develops long and short-range plans and is able to adapt plans when needed.
5. Uses resources, including technology, to effectively communicate with stakeholders regarding the curriculum
shared in their classroom
Standard 3: Instructional Delivery - The teacher effectively engages students in learning by using a variety of
instructional strategies in order to meet individual learning needs. Performance indicators may include, but are not limited to:
1. Engages and maintains students in active learning (e.g. student collaboration, small group instruction, real world applications, project based learning).
2. Builds upon students' existing knowledge and skills.
3. Uses a variety of effective instructional strategies.
4. Uses materials, technology, and resources to enhance student learning.
5. Differentiates and paces instruction to meet students' needs.
6. Reinforces learning goals consistently throughout the lesson.
7. Communicates clearly and checks for understanding (e.g. multiple levels of questioning).
Standard 4: Assessment FOR and OF Learning - The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to students, parents, and stakeholders. Performance indicators may include, but are not limited to:
1. Uses pre-assessment data to develop expectations for students, to differentiate instruction, c1nd to document learning.
2. Involves students in setting learning goals and monitoring their own progress.
3. Uses a variety of informal and formal assessment strategies and instruments that are valid and appropriate for the content and for the student population.
4. Aligns student assessment with approved curriculum and benchmarks.
5. Collects and maintains a record of sufficient assessment data to support accurate reporting of student progress.
6. Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students'
learning.
7. Communicates constructive and frequent feedback on student learning to students, parents, and other
stakeholders (e.g. other teachers, administration, community members as appropriate).
Standard 5: Learning Environment - The teacher usesresources, routines, and procedures to provide a respectful,safe positive, student-centered environment that is conducive to student engagement and learning. Performance indicators may include, but are not limited to:
1. Establishes and maintains effective routines and procedures.
2. Creates and maintains a safe physical setting.
3. Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic.
4. Promotes respectful interactions that challenge and engage all students within the learning environment.
5. Creates an environment that is academically appropriate, stimulating, and challenging.
6. Encourages student participation, inquiry, and intellectual risk-taking.
7. Respects and promotes the appreciation of diversity.
8. Uses a balance of effective verbal, nonverbal, and digital communication tools to foster a positive, culturally
inclusive learning environment.
Standard 6: Professionalism - The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning.
Performance indicators may include, but are not limited to:
1. Collaborates and communicates effectively to promote students' well-being andsuccess.
2. Builds positive and professional relationships with parents/guardians through frequent communication
concerning students' progress.
3. Adheres to school, district, legal, ethical, and procedural requirements.
4. Incorporates learning from professional growth opportunities into instructional practice and reflects upon the effectiveness of implemented strategies.
5. Identifies and evaluates personal strengths and weaknesses, and sets goals for improvement of skills and
professional performance based on self-assessment and/or in collaboration with their evaluator.
6. Works in a collegial and collaborative manner with administrators, other school personnel, and the community to promote continuous improvement.
Other
1. Keeps the building principal/program supervisor informed regarding student, parent, staff, and parent related matters and information.
2. Maintain a high level of ethical behavior and confidentiality of information about students, parents, and staff.
3. Is familiar with and carries out school board policies and district and building regulations.
4. Assists in maintaining a building, program, and district environment conducive to continued program
improvement with other staff members and administration.
5. Any other responsibilities and supervisory tasks as assigned by the building principal/program
supervisor/superintendent.
TERMS OF EMPLOYMENT: Teacher Contract
EVALUATION: Performance on this job will be evaluated in terms of above responsibilities and in
accordance with provisions of the Board's policy on evaluation of professional personnel and the Educator
Effectiveness process