POSITION: Teacher Resident Cooperating Teacher

IMMEDIATE SUPERVISOR: Campus Principal

FLSA/CONTRACT STATUS: Extracurricular

EMPLOYMENT TERM: School Year

STIPEND: $2,000 

FUNDING SOURCE: General Fund

EVALUATION: By immediate supervisor as needed

JOB SUMMARY: The role of the Teacher Resident Cooperating Teacher (CT) is to serve as a mentor, leader, and a coach who models and plans effective instruction and professional dispositions, and creates a supportive classroom environment where Teacher Residents are encouraged to take risks. The CT observes and provides specific feedback to Teacher Residents to have a lasting impact on student achievement. The CT is a leader throughout the school who provides support to a Teacher Resident and will provide support to other teachers.

PERFORMANCE RESPONSIBILITIES:

Residency:

• Serves as the cooperating teacher (CT) to one teacher resident (TR) for the entire school year. 
• Establishes and maintains a schedule consistent planning time with TR.
• Clearly communicates district, campus, and classroom expectations to the TR.
• Engages in effective co-planning with TR a minimum of once per week.
• Provides relevant instructional materials in advance and reviews (and potentially rehearses) resident planned lessons;
• Utilizes student formative and summative data in determining the CT & TR’s roles in co-teaching and in selecting the co-teaching model;
• Determine independent planning and non-instructional responsibilities with the TR and provide necessary supports (i.e. grading, Canvas course design, lesson material preparation, etc.).
• Engages in daily co-teaching with TR in both small group and whole group instruction.
• Completes observations and provides specific and timely feedback for teacher  resident’s individualized needs, with a weekly reinforcement and refinement and clear next steps aligned to the Islander Assessment Tool.
• Monitors and supports teacher resident’s progress toward performance targets.
• Completes formal monthly progress report for the teacher  resident based on T-TESS Domain 4 Professional Practices & Responsibilities and submit reports to TAMU-CC.
• Includes teacher resident in Professional Learning Communities and school-based professional development.
• Sets high expectations of achievement that are ambitious and measurable for all students. Sets direction, verbally and with tools and materials, that clarifies content and teaching process.
• Leads, models, and coaches the teacher resident to: plan backward to align all lessons, activities, and assessments; design instruction that is enriched (developing higher-order thinking skills) and personalized (reflecting learning levels and interests of individual students); design assessments that accurately assess student progress.
• Leads, models, and coaches teacher resident to: holds students accountable for high expectations of behavior and engagement that are ambitious and measurable; creates a virtual or physical classroom environments conducive to collaborative and individual learning; establishes a culture of respect, enthusiasm, and rapport; identifies and addresses individual students’ social, emotional, and behavioral learning needs and barriers.
• Leads, models, and coaches teacher resident to: holds students accountable for ambitious, measurable standards of academic achievement; identifies and addresses individual students’ development of organizational and time-management skills; invests students in their learning using a variety of influence techniques; incorporates questioning and discussion in teaching; incorporates small-group and individual instruction to personalize and tailor instruction to individual needs; monitors and analyzes student assessment data to inform enriched instruction; communicates with students, provides authentic, timely feedback, and keeps them informed of their progress.
• Participates in Site Coordinator led professional development, applies the new learning and brings back evidence of application (4-5 times a year).
• Solicits and willingly receives feedback to improve coaching skills.
• Engages in informal check-ins with Site Coordinator to share progress updates and align support for the teacher resident.
• Coaches resident to reflect on their own practice, and progressively over time, generate and implement strategies to increase their effectiveness.

QUALIFICATIONS:

• A minimum of three years of documented, successful classroom experience;
• Knowledge of subject matter being taught;
• Possession of leadership skills with the ability to communicate and relate well to teachers;
• Prior evidence of high-progress student outcomes in relevant subjects (in the top 25% compared to other teachers in a state or on national tests) or, at entry level, evidence of superior prior academic achievements;
• Knowledgeable of current educational trends and research; and
• Knowledgeable of school and district policies.

PHYSICAL DEMANDS:

The physical demands described are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to reach, stand, walk, lift, grasp, write, talk, hear, see, use technology such as computers and multimedia equipment, and use repetitive motions. While performing the duties of this job, the employee may frequently lift and/or move at least 10 pounds of materials. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff members.

WORK ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Most commonly, the educational setting is indoors. The noise level in the work environment is low to moderate (20-60 dB).