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Junior High English Language Arts Teacher - 2025/2026 School Year

Job Posted 1/17/2025
Dakota School District 201
Dakota, IL 61018
United States
Category Education
Job Description
Position Type:
Middle School Teaching/Language Arts

Date Posted:
12/5/2024

Location:
Dakota Jr/Sr High SchoolJunior High English Language Arts Teacher 1.0 FTE
Position Type: Jr/Sr High School Teaching
Location: Dakota High School

PURPOSE OF THE POSITION:
The Teacher understands the central concepts, methods of inquiry, and structures of disciplines and creates learning experiences that make the content meaningful to all students. To this end, the Teacher provides an educational atmosphere conducive to learning where students have the opportunity to fulfill their potential for intellectual, emotional, physical, and/or psychological growth. The Teacher is responsible for utilizing current teaching methods in order to organize and implement an approved instructional program that will result in students achieving academic success in accordance with applicable law, District requirements and policies; documenting teaching and student progress/activities/outcomes; addressing specific educational needs of students; providing timely feedback to students, parents and administration regarding student progress, expectations, goals, etc.

ESSENTIAL DUTIES AND RESPONSIBILITIES: 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. In addition to the requirements listed below, regular attendance is an essential function of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this position.

1. Content Knowledge
a. Evaluates teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.
b. Uses differing viewpoints, theories, "ways of knowing" and methods of inquiry in teaching subject matter concepts.
c. Engages students in generating and testing knowledge according to the process of inquiry and standards of evidence of the discipline.
d. Designs learning experiences to promote student skills in the use of technologies appropriate to the discipline.
e. Anticipates and adjusts for common misunderstandings of the discipline(s) that impede learning.
f. Uses a variety of explanations and multiple representations of concepts that capture key ideas to help students develop conceptual understanding.
g. Facilitates learning experiences that make connections to other content areas and to life and career experiences.
h. Designs learning experiences and utilizes adaptive devices/technology to provide access to general curricular content to individuals with disabilities.

2. Human Development and Learning
a. Analyzes individual and group performance in order to design instruction that meets learners' current needs in the cognitive, social, emotional, ethical, and physical domains at the appropriate level of development.
b. Stimulates student reflection on prior knowledge and links new ideas to already familiar ideas and experiences.
c. Introduces concepts and principles at different levels of complexity so that they are meaningful to students at varying levels of development and to students with diverse learning needs.

3. Diversity
a .Facilitates a learning community in which individual differences are respected.
b. Makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication, and response modes) for individual students who have particular learning differences or needs.
c. Uses information about students' families, cultures, and communities as a basis for connecting instruction to students' experiences.
d. Uses cultural diversity and individual student experiences to enrich instruction.
e. Uses a wide range of instructional strategies and technologies to meet and enhance diverse student needs.
f. Identifies and designs instruction appropriate to students' stages of development, learning styles, strengths and needs.
g. Identifies when and how to develop and implement strategies and interventions within the classroom and how to access appropriate services or resources to assist students with exceptional learning needs.
h. Demonstrates positive regard for individual students and their families regardless of culture, religion, gender, sexual orientation, and varying abilities.

4. Planning for Instruction
a. Establishes expectations for students' learning.
b. Applies principles of scope and sequence when planning curriculum and instruction.
c. Creates short-range and long-term plans to achieve the expectations for students' learning.
d. Creates and selects learning materials and learning experiences appropriate for the discipline and curriculum goals, relevant to the students, and based on students' prior knowledge and principles of effective instruction.
e. Creates multiple learning activities that allow for variation in students' learning styles and performance modes.
f. Incorporates experiences into instructional practices that relate to the students' current life experiences and to future career and work experiences.
g. Creates approaches to learning that are interdisciplinary and that integrate multiple content areas.
h. Develops plans based on students' responses and provides for different pathways based on students' needs.
i. Uses teaching resources and materials which have been evaluated for accuracy and usefulness.
j. Accesses and uses a wide range of information and instructional technologies to enhance students' learning.
k. Uses individualized education program (IEP) goals and objectives to plan instruction for students with disabilities.

5. Learning Environment
a. Maintains proper classroom decorum.
b. Maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to achieving classroom goals.
c. Uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities.
d. Analyzes the classroom environment and makes decisions to enhance social relationships, students' motivation and engagement in productive work through mutual respect, cooperation, and support for one another.
e. Organizes, allocates, and manages time, materials, and physical space to provide active and equitable engagement of students in productive tasks.
f. Engages students in and monitors individual and group learning activities that help them develop the motivation to achieve.
g. Demonstrates a variety of effective behavior management techniques appropriate to the needs of all students, including those with disabilities (including implementing the least intrusive intervention consistent with the needs of these students).
h. Modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics.
i. Uses a variety of approaches to promote social interaction between students with disabilities and students without disabilities.
j. Uses effective methods for teaching social skill development in all students.

6. Instructional Delivery
a. Evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet students' needs.
b. Uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem-solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources.
c. Monitors and adjusts strategies in response to learners' feedback.
d. Varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students.
e. Develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students' understanding and presenting diverse perspectives to encourage critical thinking.
f. Uses a wide range of instructional technologies to enhance students' learning.
g. Develops curriculum that demonstrates an interconnection between subject areas that will reflect life and career experiences.
h. Uses strategies and techniques for facilitating meaningful inclusion of individuals with disabilities.
i. Uses technology appropriately to accomplish instructional objectives.
j. Adapts the general curriculum and uses instructional strategies and materials according to characteristics of the learner.
k. Implements and evaluates individual learning objectives.

7. Communication
a. Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students.
b. Uses effective questioning techniques and stimulates discussion in different ways for specific instructional purposes.
c. Creates varied opportunities for all students to use effective written, verbal, non-verbal, and visual communication.
d. Communicates with and challenges students in a supportive manner and provides students with constructive feedback.
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