POSITION: Teacher Resident as Instructional Support 

 

IMMEDIATE SUPERVISOR: Assigned Cooperating Teacher

 

FLSA/CONTRACT STATUS: Non-Exempt/At-Will Employment

 

EMPLOYMENT TERM: School Year

 

COMPENSATION: $10,000 per year; Priority Hiring upon Successful Completion of Program

 

FUNDING SOURCE: Substitute Budget & Title 1 Budget and/or Special Education Budget

 

EVALUATION: By immediate supervisor as needed

 

JOB SUMMARY:

The teacher resident as instructional support (TR) is a student teacher who participates in a year-long clinical experience under the guidance of a highly effective Cooperating Teacher (CT). A TR observes, practices, and learns on the job in preparation for a teaching career while earning a degree and certification from TAMU-CC. The TR follows the CT’s contract calendar and schedule for the full school year 4 days a week in the Fall and 4 days a week in the Spring. They will be on campus on M, T, Th, F.  TRs actively engage in co-planning and co-teaching models that increase in variety and complexity throughout the experience. The TR will work with small groups of students during the instructional day to support differentiated instruction for diverse learners.

 

PERFORMANCE RESPONSIBILITIES:

• Co-planning and co-teaching with the CT and other team members.
• Attending professional development prior to the start of the school year and on-going throughout the school year, as it aligns to field days.
• Actively participating in team planning, Professional Learning Communities, school-based professional development, campus faculty meetings, parent and family conferences, and meetings with their Site Coordinator (SC).
• Working with CT to monitor and improve instruction with formative and summative assessments, grading, data analysis and rubrics to identify next steps.
• Adapting and improving age appropriate high-standards, differentiation-ready lesson plans that motivate strong student learning, after learning to deliver such lessons prepared by the CT and/or experienced team members.
• Collaborates with CT to develop high quality intervention/extension lessons that the TR will implement during small group instruction with diverse learners.
• Managing procedures, supervising students, and developing students social-emotional skills during transitions and collaborative learning.
• Embracing feedback from CTs and the SC before, during, and after informal and formal observations.
• Taking responsibility for other non-instructional duties as assigned by the CT, i.e. reports, grading, instructional design in learning management system, etc. 
• One day per week, the TR will provide release time/substitute for the CT or another teacher on the assigned grade level/campus 
• Exhbits maturity and emotional control.
• Dresses and grooms appropriately.
• Exhbits punctuality and dependability in performin his or her job.
• Complete fingerprinting as required for all school district personnel.
• Adhere to all district policies.

QUALIFICATIONS:

• Enrolled in the TAMU-CC Educator Preparation Program, working towards a teaching certificate.
• Strong work ethic, open to feedback with a willingness to implement next steps, and a belief that all students can achieve. 
• Demonstrated effectiveness in working with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Preference given for experience working successfully with those of similar demographics to the desired school placement.
• Knowledge of subject matter being taught.

HOURS:

• Teacher Residents will be present during teacher contract hours and dates set by the district calendar.
• Teacher Residents work in the field 4 days per week.
• 3 days dedicated to co-teaching, co-planning, and fulfilling other requirements of the Residency Program;
• 1 day dedicated to providing release time to CT to allow them to fulfill other duties such as: substituting, tutoring, coaching/mentoring new teachers, leading learning rounds, leading small-group instruction, engaging in data analysis, co-planning, attending LPACs or ARDs. 
• Teacher Residents will follow district policy regarding personal and sick leave and will be given 3 days of leave per semester.

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).