Strong technical skills, particularly in integrating technology in the
classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core
Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing
direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the
classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
As a result of her experiences as a mathematics teacher, Kimberly feels a deep sense of commitment and responsibility to conduct research that will not only contribute to the research community's
knowledge but will also have
direct implications for instruction in the secondary
classroom.
This situation is what leads a growing call for a much broader energy quest, from the laboratory to the light socket, that starts with the «no brainers» delineated by many studies, particularly a McKinsey analysis of ways to cut energy waste, but also includes a
direct, increased and sustained American investment in pushing the frontiers of
knowledge on energy — and boosting efforts, from the
classroom to the boardroom, to build the community of technological, financial and social innovators necessary to drive the needed change.