License and Certification Qualifications: Meets Georgia certification requirements in appropriate field of education.

Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required.

Experience Qualifications: Previous teaching experience preferred. An inclination towards working with disruptive students preferred.

Skills Qualifications: Knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content in field of certification; strong instructional and behavioral management skills; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; ability to understand the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication skills; and effective human relations skills.

Primary Responsibilities: Responsible for supervising and monitoring students who are assigned to In-School Suspension (ISS) for disciplinary reasons and supporting the intellectual and behavioral development of students.

1. Organize and maintain the ISS program.
a. Interact with students, individually and/or in groups, to assist them in accepting responsibility for their behavior and for changing that behavior.
b. Provide instructional assistance and support for students in completing their daily classroom assignments.
c. Provide additional assistance in essential academic skills if needed.
d. Maintain structure and discipline in the ISS room.
e. Maintain current records for all ISS students.
f. Create referrals on students in need of further remediation and/or counseling.
g. Coordinate with classroom teachers in assisting students in the continuation of classroom assignments.
h. Coordinate with the student support staff to provide the needed services.
i. Provide guidance to students in developing and implementing plans which lead to increased self-management skills.
j. Provide assistance to the student support team in implementing a comprehensive program of alternative strategies designed to prevent and minimize the frequency of inappropriate student behavior.

2. Manage the classroom climate to support teaching and learning.
a. Organize the learning environment to maximize student time on task.
b. Organize and arrange the classroom to facilitate learning.
c. Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.
d. Maintain behavior which is conducive to learning.
e. Define and communicate behavior expectations to students.
f. Monitor behavior and provide appropriate feedback to students.
g. Handle inappropriate behavior effectively.

3. Monitor instruction in support of teaching and learning.
a. Conduct relevant teacher-directed group practice activities after presenting new information or skills.
b. Provide guided practice on new learning in amounts that are appropriate to the complexity of the content, to the logical division of the content, and to the ability of the student.
c. Move among the students to provide assistance during guided practice.
d. Continue guided practice until most students are capable of mastering the objectives.
e. Provide independent practice after successful guided practice.
f. Differentiate independent practice assignment based on learner needs.
g. Generate relevant observable behavior, written, verbal, and physical, by involving students in practice activities and by asking group and individual questions.
h. Vary the types of responses generated, such as asking students to respond on scratch paper, take notes, tell another student, respond orally, or use signal responses.
i. Stimulate covert involvement of students by using strategies such as directing all students to think of an example, asking them to remember an experience, or asking them to mentally prepare to describe a picture or model.
j. Interpret student responses to determine opportunities to provide feedback via praise, prompts, extensions, and corrective feedback.
k. Observe student facial expressions and other nonverbal behaviors to determine if further clues or explanations are needed.
l. Observe students for initial engagement after making assignments.
m. Listen to verbal responses to check for understanding, progress, and involvement.
n. Move among students to check progress, understanding, and involvement and to provide assistance during individual or group work.
o. Take corrective action, such as giving hints, using different words and examples, re-teaching, creating smaller steps, and employing alternative instructional materials when students provide incorrect responses.
p. Ensure smooth transition from one activity to another.
q. Provide individual students with opportunities to provide correct answers by dignifying incorrect responses, by providing prompts, and by returning later to the student for a chance to repeat the correct response.

4. Assist learners to develop positive self-concepts.
a. Focus on student behavior rather than personality.
b. Communicate a high degree of appropriate academic praise for all students.
c. Treat sensitive situations with discretion.
d. Encourage participation from all students.
e. Accept diverse opinions.
f. Establish mutual respect between teacher and students.
g. Convey warmth, friendliness, and enthusiasm.

5. Participate in professional growth and professional learning activities.
a. Apply new knowledge and skills acquired in planning and implementing.
b. Demonstrate evidence of progress toward individual goals plan.

6. Maintain professional responsibilities and act as a role model.
a. Utilize standard written expression and acceptable oral expression.
b. Demonstrate punctuality to class, to assigned duties, and to other school activities.
c. Submit records, reports, and forms accurately and promptly.
d. Provide clear plans for substitute teachers.
e. Maintain regular attendance.
f. Demonstrate a willingness to share ideas, methods, and materials.
g. Cooperate with staff and support the development of activities and goals of the school.
h. Encourage positive school and home communications.

7. Perform other duties as assigned.

Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.