Interested applicants must be able to obtain or hold a certification to teach at the high school level in the area of business.  

 

 

To apply, please visit the Indianola CSD Candidate Portal:

 

https://indianola.tedk12.com/hire/index.aspx

 

 

INDIANOLA COMMUNITY SCHOOL DISTRICT

Position Description

 

Position Title:             Teacher, Secondary

Department:               Teaching and Learning

Reports To:                 Principal

 

SUMMARY:

Instructs students and facilitates learning activities aimed at promoting intellectual, social, and physical growth in the prescribed content area.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Essential duties must be performed on site. Other duties may be assigned.

 

• Reports to work as scheduled on a regular and reliable basis.
• Meets and instructs assigned classes in the locations and at the times designated.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity, interests and needs of students.
• Teaches courses in prescribed subject areas, aimed at adolescent and young adult learners, following the course of study adopted by the Board of Education and appropriate curriculum publications as guidelines in teaching individual course content.
• Utilizes an adopted course of study, instructional program guidelines, and other materials in planning and developing rigorous lesson plans and instructional outlines.
• Plans, develops, and utilizes a variety of instructional materials and aids appropriate to the intellectual and instructional level of students from varied socioeconomic and cultural backgrounds, and who possess a range of mental and emotional maturity.
• Individualizes and adapts educational processes and procedures to enhance student educational opportunities.
• Provides group and individual instruction to motivate students, and effectively utilizes the time available for instructional activities.
• Maintains appropriate standards of student behavior, using behavioral management strategies and techniques, including positive reinforcement and behavior shaping procedures.
• Reviews, analyzes, evaluates, and reports student academic, social, and emotional growth.
• Collaborates with peers in Professional Learning Communities (PLCs) to identify required knowledge, skills and outcomes, analyze evidence of student learning, develop timely and systematic interventions for struggling learners and provide enrichment and extension activities for proficient students.
• Advises, confers with and communicates with parents, school, and District personnel regarding student progress, and in the interpretation of the educational program.
• Employs a variety of instructional techniques including but not limited to subject matter exploration and inquiry, relevance, technology and multimedia formats that enhance learning.
• Aligns the learning process toward the achievement of content curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects, etc., to communicate these objectives to students.
• Encourages and assists students in setting and maintaining standards of classroom behavior.
• Assists the administration in implementing all policies and rules governing student life and conduct and maintains order in the classroom in a fair and just manner.
• Assesses the accomplishments of students on a regular basis, keeps appropriate records and provide progress reports as required.
• Commits to reasonable availability to students and parents for education-related purposes outside the instructional day.
• Maintains accurate, complete, and correct records as required by law, district policy and administrative regulations.
• Meets core expectations for all certified staff reflected in the Iowa Teaching Standards, Iowa Code of Professional Conduct and Ethics, Iowa Administrative Code, Board Policy, and the district performance evaluation system.

 

SUPERVISORY RESPONSIBILITIES:

Supervises students during school-related activities as well as teacher associates and volunteers as appropriate.

 

QUALIFICATION REQUIREMENTS:

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:

Bachelor of Arts or Science degree from an accredited four-year college.

 

OTHER FUNCTIONS:

Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the school.

 

JOB REQUIREMENTS:

A valid teaching license with content specific endorsement(s) through the Iowa Board of Educational Examiners.

  

SKILLS, KNOWLEDGE AND ABILITIES:

SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Effective verbal and communication skills are needed to articulate thoughts, translate ideas into words, and apply terminology that conveys the nuance of concepts.  Formative and summative assessment data must be used to evaluate learning, make curriculum decisions and adjust instruction.  Effective classroom management techniques are required to establish high expectations for student achievement and maintain appropriate standards of student conduct.  Computer skills, including the use of various operating systems, communication and collaboration tools, presentation software, spreadsheets, record keeping, and other applications are a prerequisite. Preparing and maintaining accurate records is an essential skill.

 

KNOWLEDGE is required to understand how learning occurs (i.e. how students construct knowledge, acquire skills, and develop disciplined thinking processes) and leverage specific instructional strategies that promote student learning.  An understanding of how learners grow and mature and how the stages of physical, cognitive, social, emotional, and linguistic development impact learning is essential.  Recognition of individual and cultural differences among students also has a profound impact on student achievement. A comprehensive knowledge of content area(s) and understanding of the “structure of knowledge” or the theories, principles, concepts, and processes that are characteristic of a particular discipline is a prerequisite.  Sufficient depth of knowledge to help students understand key concepts, interpret information from a disciplinary perspective, and draw connections among similar ideas is essential.  Knowledge is required to perform basic math functions, including calculations using fractions, percentages, and/or ratios; read technical information, compose a variety of documents, and/or; analyze situations to define issues and draw conclusions.

 

ABILITY is required to be purposeful in designing lessons, implementing instruction, and assessing student learning.  Establishing clear learning goals, identifying instructional priorities, and planning instruction are crucial.  Differentiating instruction according to the needs of individual students and employing a variety of research-based instructional strategies is also required. The ability to implement learning activities that are linked directly to predetermined outcomes, result in higher-order thinking, real-world and collaborative learning and allowing students to construct meaning for themselves is essential.  Ability is also required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours.

 

RESPONSIBILITIES:

Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; tracking budget expenditures. Utilization of resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization’s services.

 

WORK ENVIRONMENT:

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some climbing and balancing, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 40% sitting, 20% walking, and 40% standing. The job is performed under minimal temperature variations and in a generally hazard free environment.

 

EXPERIENCE:

Job related experience (i.e. student teaching, practicum) is required

 

EDUCATION:

Bachelor’s degree in job-related area

 

REQUIRED TESTING:                                                   

None specified

 

CERTIFICATIONS: 

Current teacher certification through the Iowa Board of Educational Examiners. Endorsement(s) in content area(s) as prescribed by the BOEE.

                                                                                     

CONTINUING EDUCATION/TRAINING:                       

Maintain required teaching certification

 

CLEARANCES: 

Criminal Fingerprint/Background Check       

 

FLSA Status:                                                                 

Exempt

 

Salary Grade:

Certified Salary Schedule