Basic Function: Provide differentiated, direct instruction synchronously and asynchronously through a supported virtual learning instructional & technology model for Grades 7-12 Spanish courses.

Responsibilities:

1. Curriculum instruction, supervision and evaluation of students in a virtual learning environment in alignment with New York State Learning Standards.

2. Utilizing appropriate pedagogy and instructional methods to engage students in a virtual setting.

3. Communicating with applicable BOCES and local school district administrators to support students in the virtual learning environment.

4. Working productively and collaboratively with other virtual faculty, administrators, and parents in BOCES-supported virtual learning programs to build professional capacity.

5. Ensuring there is a professional visual environment and suitable bandwidth at the location from where the instruction is delivered.

6. Engage in professional learning sessions throughout the year. (Professional development to be offered in advance of the start of instruction. Further professional development and technical support to be provided ongoing throughout the year).

Job Qualifications

A. NYS Certification in Spanish 7-12

B. Experience teaching a variety of Spanish courses in grades 7-12 preferred

C. Experience teaching in a virtual setting preferred

REPORTS TO: Principal

SUPERVISES: May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

DUTIES AND RESPONSIBILITIES

A. MAJOR FUNCTION: Management of Instructional Time

B. MAJOR FUNCTION: Management of Student Behavior

C. MAJOR FUNCTION: Instructional Presentation

D. MAJOR FUNCTION: Instructional Monitoring of Student Performance

E. MAJOR FUNCTION: Instructional Feedback

F. MAJOR FUNCTION: Facilitating Instruction

G. MAJOR FUNCTION: Interacting Within the Educational Environment

H. MAJOR FUNCTION: Performing Non-Instructional Duties

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.

REPORTS TO: Principal

SUPERVISES: May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

DUTIES AND RESPONSIBILITIES

A. MAJOR FUNCTION: Management of Instructional Time

B. MAJOR FUNCTION: Management of Student Behavior

C. MAJOR FUNCTION: Instructional Presentation

D. MAJOR FUNCTION: Instructional Monitoring of Student Performance

E. MAJOR FUNCTION: Instructional Feedback

F. MAJOR FUNCTION: Facilitating Instruction

G. MAJOR FUNCTION: Interacting Within the Educational Environment

H. MAJOR FUNCTION: Performing Non-Instructional Duties

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.

REPORTS TO: Principal

SUPERVISES: May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

DUTIES AND RESPONSIBILITIES

A. MAJOR FUNCTION: Management of Instructional Time

B. MAJOR FUNCTION: Management of Student Behavior

C. MAJOR FUNCTION: Instructional Presentation

D. MAJOR FUNCTION: Instructional Monitoring of Student Performance

E. MAJOR FUNCTION: Instructional Feedback

F. MAJOR FUNCTION: Facilitating Instruction

G. MAJOR FUNCTION: Interacting Within the Educational Environment

H. MAJOR FUNCTION: Performing Non-Instructional Duties

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.

REPORTS TO: Principal

SUPERVISES: May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

DUTIES AND RESPONSIBILITIES

A. MAJOR FUNCTION: Management of Instructional Time

B. MAJOR FUNCTION: Management of Student Behavior

C. MAJOR FUNCTION: Instructional Presentation

D. MAJOR FUNCTION: Instructional Monitoring of Student Performance

E. MAJOR FUNCTION: Instructional Feedback

F. MAJOR FUNCTION: Facilitating Instruction

G. MAJOR FUNCTION: Interacting Within the Educational Environment

H. MAJOR FUNCTION: Performing Non-Instructional Duties

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.

REPORTS TO: Principal

SUPERVISES: May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

DUTIES AND RESPONSIBILITIES

A. MAJOR FUNCTION: Management of Instructional Time

B. MAJOR FUNCTION: Management of Student Behavior

C. MAJOR FUNCTION: Instructional Presentation

D. MAJOR FUNCTION: Instructional Monitoring of Student Performance

E. MAJOR FUNCTION: Instructional Feedback

F. MAJOR FUNCTION: Facilitating Instruction

G. MAJOR FUNCTION: Interacting Within the Educational Environment

H. MAJOR FUNCTION: Performing Non-Instructional Duties

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.

REPORTS TO: Principal

SUPERVISES: May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

DUTIES AND RESPONSIBILITIES

A. MAJOR FUNCTION: Management of Instructional Time

B. MAJOR FUNCTION: Management of Student Behavior

C. MAJOR FUNCTION: Instructional Presentation

D. MAJOR FUNCTION: Instructional Monitoring of Student Performance

E. MAJOR FUNCTION: Instructional Feedback

F. MAJOR FUNCTION: Facilitating Instruction

G. MAJOR FUNCTION: Interacting Within the Educational Environment

H. MAJOR FUNCTION: Performing Non-Instructional Duties

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.

Exceptional Children Resource Teacher - 50% split between elementary school and high school

REPORTS TO: Principal

SUPERVISES: May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

DUTIES AND RESPONSIBILITIES

A. MAJOR FUNCTION: Management of Instructional Time

B. MAJOR FUNCTION: Management of Student Behavior

C. MAJOR FUNCTION: Instructional Presentation

D. MAJOR FUNCTION: Instructional Monitoring of Student Performance

E. MAJOR FUNCTION: Instructional Feedback

F. MAJOR FUNCTION: Facilitating Instruction

G. MAJOR FUNCTION: Interacting Within the Educational Environment

H. MAJOR FUNCTION: Performing Non-Instructional Duties

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.

Responsibilities of All Instructors. Instructors will exhibit only the highest levels of personal and professional conduct while serving as an Air Force Junior ROTC instructor. The proverbial "glass house" analogy certainly applies here. Instructors perform duties, accept responsibilities, and meet standards as prescribed by applicable Department of Defense (DoD), Air Force and Air Force Junior ROTC instructions. Instructors will directly supervise all cadets participating in official AFJROTC unit events, AFJROTC community service events, and other unit activities (e.g. drill competitions, curriculum-in-action trips, base visits, etc.) that enhance or supplement the program.

Essential Functions of All Air Force Junior ROTC Instructors. To successfully serve as an AFJROTC Instructor, an applicant must be able to:

1) Conduct Academic Classes. An Air Force Junior ROTC Instructor is expected to prepare for and teach periods of instruction of 45 to 90 minutes each, for as many as 4 to 6 periods per day, depending on a particular school’s schedule. Each class period may contain 30 students (possibly more in unusual circumstances) holding a range of ages and maturity levels, and coming from different socioeconomic backgrounds. Teaching academic classes involves significant organizational, interpersonal, and communication skills, as well as a high degree of patience.

2) Lead Before and/or After-School Activities. An Air Force Junior ROTC Instructor is expected to coordinate and lead a variety of school activities, possibly held before or after each school day, both indoors and outdoors. These activities may include physical training events, academic clubs, rocketry teams, marksmanship teams, along with performing drill instruction and demonstrating drill sequences. Leading extracurricular activities involves significant organizational skills, strong teambuilding skills, and physical stamina.

3) Lead Off-Campus Events. An Air Force Junior ROTC instructor is expected to lead field trips to historical sites, visits to local government agencies and military installations, and to march in parades with their cadets. Leading off campus events involves significant organizational skills, physical stamina, and the ability to remain calm in stressful situations.

4) Be an Ambassador of the Air Force. An Air Force Junior ROTC instructor is expected to exemplify a positive image of the Air Force at all times by conducting themselves in a highly professional manner in both their words and their actions. Additionally, an Air Force Junior ROTC instructor is expected to maintain a professional military appearance in uniform, and to comply with Air Force Junior ROTC weight and body fat standards.

5) Complete any additional state and/or local school district mandated teacher certification or continuing education requirements. Any additional certification requirements above the basic Air Force Junior ROTC instructor certification must be accomplished at no expense to the Air Force.

6) Successfully incorporate Air Force Junior ROTC-approved interactive learning software/hardware with classroom instruction, and have a competent knowledge of curriculum planning, Air Force educational programs, drill and ceremonies, and educational administration, including tests and measurements. Academic, administrative, logistical, financial support tasks, and after-school activities will be equally shared by all instructors as regular duties.

7) Complete the mandatory Air Force Junior ROTC Instructor Certification Course (JICC) as a condition of certification.

REPORTS TO: Principal

SUPERVISES: May coordinate and direct the activities of teacher assistants.

PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

DUTIES AND RESPONSIBILITIES

A. MAJOR FUNCTION: Management of Instructional Time

B. MAJOR FUNCTION: Management of Student Behavior

C. MAJOR FUNCTION: Instructional Presentation

D. MAJOR FUNCTION: Instructional Monitoring of Student Performance

E. MAJOR FUNCTION: Instructional Feedback

F. MAJOR FUNCTION: Facilitating Instruction

G. MAJOR FUNCTION: Interacting Within the Educational Environment

H. MAJOR FUNCTION: Performing Non-Instructional Duties

MINIMUM TRAINING AND EXPERIENCE

Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.

Primary purpose:

The role of our 3-6 English language development teacher will include ELD instruction and building capacity amongst staff to support students with English acquisition at school.

Responsibilities include, but are not limited to:

● Teach targeted ELD groups using language proficiency and other academic data

● Follow provided curriculum and/or create curricular resources for ELD groups

● Build and adapt ELD support schedule, based on need

● Provide classroom push-in support

● Ensure district policies are upheld and systems followed in collaboration with all ELD staff

● Plan and facilitate professional development in collaboration with school leadership team

● Collaborate with administration to integrate and refine best practices for teaching multilingual learners into school improvement plans and help monitor instructional practices

● Participate in MTSS process for multilingual students, as requested

● Collaborate with special education staff to support multilingual learners with special needs

● Collaborate with READ plan team to identify exemptions

● Disseminate ELD information to staff as needed in weekly staff bulletin

● Participate in training, scheduling, and administration of the state-mandated ACCESS 2.0 language proficiency test, in collaboration with district assessment leaders

● Review test accommodations with teams so ELs receive needed accommodations for assessments

● Annually meet with all multilingual learners to graph ACCESS scores, set goals, and notify of status

● Work in collaboration with the 3-6 teachers

Preferred Qualifications:

● Bachelor’s degree of related subject from accredited university

● Colorado teaching certificate; Culturally and Linguistically Diverse Education Endorsement or Bilingual Education Specialist required, or willing to gain endorsement within the first year of employment.

● Bilingual (Spanish) Preferred

This is an internal posting

Primary purpose:

To create a flexible secondary (7-12) grade ELD program and a class environment favorable to learning and personal growth; to establish effective rapport with students; to motivate students to develop skills, attitudes and knowledge needed to provide a good foundation for secondary education in accordance with each student’s ability; to establish good relationships with parents and other staff members.

Responsibilities:

Duties of this job include, and are not limited to:

● Classes include but are not limited to ELD 1, 2, JH ELD, and Crew.

● Teach targeted ELD groups using language proficiency and other academic data

● Follow provided curriculum and/or create curricular resources for ELD groups

● Build and adapt ELD support schedule, based on need

● Provide classroom push-in support

● Ensure district policies are upheld and systems followed in collaboration with all ELD staff

● Plan and facilitate professional development in collaboration with school leadership team

● Collaborate with administration to integrate and refine best practices for teaching multilingual learners into school improvement plans and help monitor instructional practices

● Participate in MTSS process for multilingual students, as requested

● Collaborate with special education staff to support multilingual learners with special needs

Preferred Qualifications:

● Bachelor’s degree of related subject from accredited university

● Colorado teaching certificate for 7-12 grades; Culturally and Linguistically Diverse Education Endorsement or Bilingual Education Specialist required, or willing to gain endorsement within the first year of employment.

● Bilingual (Spanish) Preferred

Application deadline: May 10, 2024

Start date: As soon as possible

BASIC FUNCTION: Provide differentiated, direct instruction synchronously and asynchronously through a supported virtual learning instructional & technology model for a NYS Physical Education & Health course selections.

RESPONSIBILITIES:

Curriculum instruction, supervision, and evaluation of students in a virtual learning environment in alignment with New York State Learning Standards.

Utilizing appropriate pedagogy and instructional methods to engage students in a virtual setting.

Communicating with applicable BOCES and local district administrators to support students in the virtual learning environment.

Working productively and collaboratively with other virtual faculty, administrators, and parents in BOCES-supported virtual learning programs to build professional capacity.

Ensuring there is a professional visual environment and suitable bandwidth at the location from where the instruction is delivered.

Engage in professional learning sessions throughout the year (Professional development to be offered in advance of the start of instruction. Further professional development and technical support to be provided ongoing throughout the year.

Job Qualifications

A. NYS teaching certification in Physical Education K-12.

B. NYS dual certifications in Physical Education K-12 and Health K-12 preferred.

C. Experience teaching Physical Education & Health courses preferred.

D. Experience teaching in a virtual setting preferred.