Expanded Impact Teacher (Elementary)

Summary

The Expanded Impact Teacher plans and delivers in-person instruction for at least 33% more students than typical, in a school where students rotate between face-to-face learning with the teacher and learning supervised by a reach associate. While one class of students is with a reach associate, the teacher teaches another class of students, focusing on delivering personalized and enriched instruction. The teacher is responsible for planning, preparing, and delivering instruction, and monitoring student progress to determine instructional needs. (S)he is also responsible for monitoring the effectiveness of instruction supervised by the reach associate(s) and making or recommending changes. The teacher collaborates with team members teaching the same students (elementary) or subjects (secondary), such as other teachers, digital lab monitors, tutors, and reach associates, to review student progress and change instruction to ensure high-progress, enriched learning for every child. The Expanded Impact Teacher may work on a team led by a multi-classroom leader.

Essential Duties And Responsibilities

Essential duties and responsibilities include the following. Other duties may be assigned.

Planning and Preparation
? Set high expectations of achievement that are ambitious and measurable for students.
? Plan backward to align all lessons, activities, and assessments in designated subject(s).
? Design in-person instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students).
? Design assessments that accurately assess student progress.
? Determine how students spend instructional time.

Classroom Environment
? Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable
? Create physical classroom environments conducive to collaborative and individual learning
? Establish a culture of respect, enthusiasm, and rapport

Instruction
? Hold students accountable for ambitious, measurable standards of academic achievement
? Identify and address individual students' social, emotional, and behavioral learning needs and barriers
? Identify and address individual students' development of organizational and time-management skills
? Invest students in their learning using a variety of influence techniques
? Incorporate questioning and discussion in student learning
? Incorporate small-group and individual instruction to personalize and tailor instruction to individual needs
? Monitor and analyze student assessment data to inform personalized, enriched instruction by teacher, follow-up tutoring by tutor(s), and changes in digital instruction
? Provide tutor(s) with student groupings, instructional assignments, and assessment rubrics
? Communicate with students and keep them informed of their progress

Professional Responsibilities
? Solicit and eagerly receive feedback from supervisor and team members to improve professional skills.
? Maintain regular communication with families, and work collaboratively with them to design learning both at home and at school, and to encourage a home life conducive to learning success.
? Collaborate with other teachers, tutors, and assistant teachers to analyze data, group students, teach, and assign interventions.
? Participate in professional development opportunities at school.

SUPERVISORY RESPONSIBILITIES The Expanded Impact Teacher will manage the duties and schedule of supporting paraprofessionals.

QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION And/or EXPERIENCE

Minimum
? Bachelor's degree
? Knowledge of subject matter being taught
? Two years teaching experience with prior consistent evidence of high-progress student outcomes in the relevant subjects

COMPETENCIES

Driving for Results
? Achievement - Sets challenging goals and reaches a high standard of performance despite barriers.
? Monitoring and Directiveness - Sets clear expectations and holds others accountable for performance.
? Planning Ahead - Plans ahead in order to reach goals and avoid problems.
? Time Management - meets deadlines, prioritizes projects, plans starting and ending deadlines, and successfully brings closure to projects.
? Initiative - Undertakes self-development activities; Looks for and takes advantage of opportunities; Asks for and offers help when needed.
? Motivation - Demonstrates persistence and overcomes obstacles; Measures self against standard of excellence.

Influencing for Results
? Impact and Influence - Acts with the purpose of influencing what other people think and do.
? Teamwork - Gives and welcomes feedback; Recognizes accomplishments of other team members; effectively interacts with principals, co-workers, students and parents.
? Developing Others - Influences with the specific intent to increase the short- and long-term effectiveness of another person.
? Interpersonal - Focuses on solving conflict, not blaming; Maintains confidentiality; Remains open to others' ideas and tries new things.
? Written Communication - Writes clearly and informatively; Edits work for spelling and grammar; Presents numerical data effectively; Able to read and interpret written information.

Problem Solving
? Data Analysis - Interprets and uses assessment results.
? Analytical - Collects and researches data; Uses intuition and experience to complement data.
? Conceptual- Applies logical thinking or reasoning to define and administer effective lesson plans and course objectives.
? Problem Solving - Identifies and resolves problems in a timely manner; Works well in group problem-solving situations; Uses reason even when dealing with emotional topics.

Personal Effectiveness
? Diversity - Demonstrates knowledge of EEO policy; Shows respect and sensitivity for cultural differences.
? Flexibility (Adaptability) - Adapts approach to the requirements of a situation and changes tactics.

IPS Community Behaviors
? Ethics - Treats people with respect; Works with integrity and ethically; Works confidentially and with discretion.
? Organizational Support - Follows policies and procedures; Supports organization's goals and values; Interprets technical instructions and school system policies and procedures; Maintains curriculum guidelines or requirements as established by the State and school system.
? Attendance/Punctuality - Is consistently at work and on time; Arrives at meetings and appointments on time.
? Dependability - Follows instructions, responds to management direction; Takes responsibility for own actions.
? Innovation - Displays original thinking and creativity; Meets challenges with resourcefulness; Uses and applies a range methods of effective instruction, including lecture and demonstration.
? Judgment - Displays willingness to make decisions; Exhibits sound and accurate judgment; Makes timely decisions.
? Quality - Demonstrates accuracy and thoroughness; Looks for ways to improve and promote quality.
? Safety and Security - Observes safety and security procedures.

Language Skills

Ability to speak grammatically correct English. Ability to read, analyze and interpret professional journals, technical procedures, curriculum guides, or state and school board regulations. Ability to write reports, business correspondence, and procedures. Ability to effectively present information and respond to questions from students, parents, administrators, business and community.

Mathematical Skills

Ability to perform basic arithmetic functions, work with and impart mathematical concepts such as probability and statistical inference, and fundamentals of plane geometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

CERTIFICATES, LICENSES, REGISTRATIONS

Must hold or have the ability to attain a current or valid Indiana State Teacher's license in the subject area and grade level appropriate to the school's needs. Must be deemed Highly Qualified in accordance with the Indiana Department of Education.

PHYSICAL DEMANDS

This position requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work at times requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights. There are occasional unpleasant work elements, but the work environment is generally comfortable. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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