Gwinnett County Public Schools
Teacher Elementary - Grade 5
Gwinnett County Public Schools, New York, New York, United States
Teacher Elementary - Grade 5
Apply for the Teacher Elementary - Grade 5 role at Gwinnett County Public Schools.
Qualifications
License and Certification:
Meets Georgia certification requirements in appropriate field of education.
Education:
Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university.
Experience:
Previous teaching experience preferred.
Skills:
Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum; understanding of integrating curriculum, GCPS policies, instructional practices; ability to infuse technology into instruction; effective communication, human relations, and collaborative skills.
Primary Responsibilities
Plan for appropriate learning experiences for students based on the district AKS curriculum.
Demonstrate command of school subject being taught.
Develop and prioritize short and long‑term instructional objectives based on district AKS curriculum.
Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS.
Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.
Analyze student work and assessments to determine instructional needs.
Prepare written lesson plans to support instructional objectives of the AKS for all students.
Plan appropriate assessment of student learning.
Evaluate, select, and modify resources and activities.
Review resources including district core materials.
Provide initial focus for the lesson.
Communicate specific learning objectives to students.
Link lesson content to students’ prior knowledge, background experience, and real‑world application of content.
Capture student attention through active involvement.
Organize content for presentation of the lesson.
Present information in a logical sequence.
Organize the presentation of content into blocks or steps based on the students’ needs and the complexity of the material.
Follow research‑based organisational plan for content organisation (anticipatory set, acquisition lesson, guided practice, independent practice, summarising).
Utilise scientifically researched effective instructional strategies and methods.
Assess students’ learning of the AKS and provide specific feedback to students and parents.
Provide collaborative learning opportunities to enhance student achievement.
Teach essential content‑related vocabulary.
Utilise a variety of non‑verbal/visual representations of content and skills.
Teach students to summarise their learning.
Teach skills for improving reading and writing proficiency/literacy across content areas.
Access and build students’ background knowledge and experience.
Utilise questioning and cuing/prompting techniques.
Utilise technology effectively to plan, teach, and assess.
Utilise inquiry‑based problem‑solving learning strategies with students in all content areas.
Teach and require students to set personal goals for improving their academic achievement.
Teach students to compare and contrast knowledge, concepts, and content.
Provide formative assessment that measures student progress toward AKS objectives.
Monitor students’ progress in learning through a variety of techniques.
Adjust instructional plans based on formative assessment results.
Provide criteria that allow students to measure their own progress toward an objective.
Provide summative assessment that measures student achievement of objectives.
Maintain assessment records for each student.
Communicate assessment results to students.
Organise learning environment to maximise student time on task.
Maintain an orderly system for housekeeping duties.
Maintain behaviour that is conducive to learning.
Define and communicate behaviour expectations to students.
Monitor behaviour and provide appropriate feedback.
Manage inappropriate behaviour effectively.
Encourage participation from all students.
Establish mutual respect between teacher and students.
Convey warmth, friendliness, and enthusiasm.
Participate in professional growth and learning activities.
Apply new knowledge and skills acquired in planning and delivery of student instruction.
Demonstrate evidence of progress toward individual goals plan.
Maintain professional responsibilities and act as a role model.
Utilise standard written expression and acceptable oral expression.
Demonstrate punctuality to class and other school activities.
Submit records, reports and forms accurately and promptly.
Provide clear plans for substitute teachers.
Maintain regular attendance.
Demonstrate a willingness to share ideas, methods and materials.
Cooperate with staff and support the development of activities and goals of the school.
Encourage positive school and home communications.
Ensure effective communication with stakeholders.
Perform other duties as assigned.
Physical Demands Frequently sit for extended periods; talk, hear, stand and walk; use hands to touch, handle, feel or reach; stoop, kneel or crouch occasionally; lift or move up to 25 pounds; requires close, distance, colour vision and depth perception. Reasonable accommodations may be made.
Seniority Level Entry level
Employment Type Full‑time
Job Function Education and Training
Industry Primary and Secondary Education
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Qualifications
License and Certification:
Meets Georgia certification requirements in appropriate field of education.
Education:
Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university.
Experience:
Previous teaching experience preferred.
Skills:
Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum; understanding of integrating curriculum, GCPS policies, instructional practices; ability to infuse technology into instruction; effective communication, human relations, and collaborative skills.
Primary Responsibilities
Plan for appropriate learning experiences for students based on the district AKS curriculum.
Demonstrate command of school subject being taught.
Develop and prioritize short and long‑term instructional objectives based on district AKS curriculum.
Identify specific prerequisite skills and/or knowledge necessary for students to learn the AKS.
Plan instruction as needed to promote student mastery of prerequisite skills and knowledge.
Analyze student work and assessments to determine instructional needs.
Prepare written lesson plans to support instructional objectives of the AKS for all students.
Plan appropriate assessment of student learning.
Evaluate, select, and modify resources and activities.
Review resources including district core materials.
Provide initial focus for the lesson.
Communicate specific learning objectives to students.
Link lesson content to students’ prior knowledge, background experience, and real‑world application of content.
Capture student attention through active involvement.
Organize content for presentation of the lesson.
Present information in a logical sequence.
Organize the presentation of content into blocks or steps based on the students’ needs and the complexity of the material.
Follow research‑based organisational plan for content organisation (anticipatory set, acquisition lesson, guided practice, independent practice, summarising).
Utilise scientifically researched effective instructional strategies and methods.
Assess students’ learning of the AKS and provide specific feedback to students and parents.
Provide collaborative learning opportunities to enhance student achievement.
Teach essential content‑related vocabulary.
Utilise a variety of non‑verbal/visual representations of content and skills.
Teach students to summarise their learning.
Teach skills for improving reading and writing proficiency/literacy across content areas.
Access and build students’ background knowledge and experience.
Utilise questioning and cuing/prompting techniques.
Utilise technology effectively to plan, teach, and assess.
Utilise inquiry‑based problem‑solving learning strategies with students in all content areas.
Teach and require students to set personal goals for improving their academic achievement.
Teach students to compare and contrast knowledge, concepts, and content.
Provide formative assessment that measures student progress toward AKS objectives.
Monitor students’ progress in learning through a variety of techniques.
Adjust instructional plans based on formative assessment results.
Provide criteria that allow students to measure their own progress toward an objective.
Provide summative assessment that measures student achievement of objectives.
Maintain assessment records for each student.
Communicate assessment results to students.
Organise learning environment to maximise student time on task.
Maintain an orderly system for housekeeping duties.
Maintain behaviour that is conducive to learning.
Define and communicate behaviour expectations to students.
Monitor behaviour and provide appropriate feedback.
Manage inappropriate behaviour effectively.
Encourage participation from all students.
Establish mutual respect between teacher and students.
Convey warmth, friendliness, and enthusiasm.
Participate in professional growth and learning activities.
Apply new knowledge and skills acquired in planning and delivery of student instruction.
Demonstrate evidence of progress toward individual goals plan.
Maintain professional responsibilities and act as a role model.
Utilise standard written expression and acceptable oral expression.
Demonstrate punctuality to class and other school activities.
Submit records, reports and forms accurately and promptly.
Provide clear plans for substitute teachers.
Maintain regular attendance.
Demonstrate a willingness to share ideas, methods and materials.
Cooperate with staff and support the development of activities and goals of the school.
Encourage positive school and home communications.
Ensure effective communication with stakeholders.
Perform other duties as assigned.
Physical Demands Frequently sit for extended periods; talk, hear, stand and walk; use hands to touch, handle, feel or reach; stoop, kneel or crouch occasionally; lift or move up to 25 pounds; requires close, distance, colour vision and depth perception. Reasonable accommodations may be made.
Seniority Level Entry level
Employment Type Full‑time
Job Function Education and Training
Industry Primary and Secondary Education
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