TEACHER INTERN

DEPARTMENT: Name of school

TERMS OF EMPLOYMENT: 190 days

SALARY:  Based on Bulloch County Schools salary/supplement schedule

FLSA STATUS: Exempt

REPORTS TO:  Principal or designee

JOB CODE:  TBD

POSITION SUMMARY:

Provides mentoring and coaching to build instructional capacity in Intern Teachers to support improved student achievement.  Demonstrates and models strategies and interventions, as well as observes and provides feedback to ensure student growth, academic achievement, and the development of students who are college and career ready.

REQUIRED QUALIFICATIONS:

• Bachelor's degree in Education and meets certification requirements as established by Bulloch County Schools.  
• Must be eligible for a clearance certificate AND be eligible for one of the following teaching certificates; standard renewable, induction or non-renewable, except in areas where the district has waived certification.
• Valid GA PSC Teacher Certification
• Knowledge and experience in curriculum implementation, effective instructional strategies, and research-based best practices in assigned content area 
• Consistently utilizes effective behavior management strategies.
• Evidence of effective collaborative skills and communication skills
• Proficient in the use of technology
• Experience working with a diverse group of people.
• Embodies the core values of the district; relational, purposeful, reflective, resourceful, courageous and accountable.

• Must be able to satisfactorily perform each essential function of the position.  When appropriate, reasonable accommodations will be provided to afford persons with disabilities an opportunity to perform the essential functions of the position.

• Must be able to provide a criminal background check with results that adhere to Bulloch County Board of Education Policy GAK(1).

PREFERRED QUALIFICATIONS:

• Master’s Degree in Education or National Board-Certified Teacher
• Teacher Leader Endorsement or
• Teacher Support and Coaching Endorsement

DUTIES AND RESPONSIBILITIES:

• Provides on-site, job-embedded professional development
•  Conducts classroom observations and teacher conferences 
•  Mentors
• Oversees, plans, facilitates and follows-up of collaborative group meetings or one-on-one meetings
• Team-teaches, demonstrates model lessons, develops and helps implement curriculum to support the intern who is serving as an autonomous Teacher of Record
•  Observes and provides peer assistance and coaching towards meeting specified goals
•  Coaches in effective instructional strategies in a variety of content areas
•  Participates in workshops, seminars, conferences and/or advanced coursework which further advances knowledge of current trends in effective instructional practices
• Maintains activity log
• Demonstrates how to engage the learners in differentiated learning experiences for the range of skill levels and developmental needs found in the classroom—manages, when appropriate, multiple instructional activities simultaneously
• Models how to monitor the pacing of instruction and budget class time efficiently—provides clear directions, outlines expectations, and effectively brings to closure instructional experiences
• Provides instruction on how to establish a nurturing, supportive, and positive classroom climate that encourages student responsibility, using positive motivation, clear classroom routines, challenging instructional strategies and effective classroom management techniques
• Establishes a professional and mutually-respectful rapport
• Communicates regularly to create a cooperative relationship to support students
• Teaches how to assess and diagnose the learning, social and emotional needs and styles of students, using a variety of assessment techniques and data
• Demonstrates how to create a stimulating, attractive, organized, functional, healthy, and safe classroom with proper attention to the visual, acoustic and thermal environments
• Works cooperatively with all adults assigned to the classroom (e.g., paraprofessionals, student teachers, parents, and volunteers) establishing clear expectations for roles and responsibilities
• Works cooperatively with university supervisors assigned to interns to ensure successful completion of university/graduation requirements (e.g., setting goals, evaluation of performance, intervention plans)
•  Serves as a role model for other teachers, professional appearance and attire—demonstrates the importance and relevance of learning, accepting responsibility, and pride in the honorable profession of teaching
•  Maintains positive, cooperative and mutually-supportive relationships with the administration, instructional staff, students, parents, and representatives of resource agencies within the community
•  Attends required staff meetings and serves on assigned staff committees
• Participates in curriculum and program development, and in the selection of materials and equipment to support instruction
•  Maintains prompt and regular attendance.
• Performs other duties as assigned.

PERFORMANCE FACTORS: 

• Light Work:  Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and or a negligible amount of force constantly to move objects.  If the use of arm and/or leg controls requires exertion of force greater than that for sedentary work and the worker sits most of the time, the job is rated light work.
• Interaction with Others:  Ability to maintain, on a regular and consistent basis, relationships that are characterized by high expectations, teamwork, and collaboration.  Ability to be flexible relative to daily routines.  Ability to demonstrate sensitivity to the differences among diverse populations.
• Concentration:  Ability to maintain workflow and thought processes in the presence of frequent distractions.  Ability to ignore irrelevant sights or sounds and intrusive thoughts or stimuli.  Ability to manage multiple tasks simultaneously with only few or no errors.
• Stressful Circumstances:  Ability to produce quality work when short or unexpected deadlines are presented.  Ability to adjust work processes without incident when new and unexpected directions are given relative to a project that may be in process.  Ability to maintain composure and not compound a situation when interacting with persons who may be angry, demanding or otherwise less than polite.
• Independent Judgment:  Ability to complete work tasks without being given precise directions relative to work steps or the final project.
• Organizational Skills:  Ability to establish priorities, simultaneously manage multiple tasks; and deliver a quality work product by a designated deadline.
• Public Contact:  Ability to communicate professionally and effectively, both verbally and in writing, with superiors, colleagues, parents, and other individuals within and external to the school system.  Ability to demonstrate professionalism while interacting with others and to maintain constructive working relationships.
• Attendance and Dependability:  Ability to report to work at the scheduled time and to seldom be absent from work.  Demonstrate prompt and regular work attendance.  Process appropriate paperwork to authorize absences in accordance with school system procedures.  Ability to complete work in a timely, accurate manner and to be conscientious about work performance.

EVALUATION: Performance will be evaluated annually by the Superintendent or designated supervisor in accordance with Policy GBI - Evaluation of Personnel.

Job descriptions are designed and intended only to summarize the essential duties, responsibilities, qualifications, and requirements for the purpose of clarifying the general nature and scope of a position's role.  Job descriptions do not list all tasks an employee might be expected to perform.