Title of Position:
1LT Charles W. Whitcomb Middle School
2021-22 School Year
As per the Contract between the Marlborough School Committee and the Marlborough Educators Association
Organizational Relationship or Line of Authority:
Works under the supervision of the Building Principal and Supervisor of Science and Technology
Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partners with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.
- Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
- Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.
- Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
- Develops and maintains a classroom environment conducive to effective learning.
- Prepares for classes assigned and shows written evidence of preparation upon request of immediate superior.
- Designs and administers informal and formal assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards.
- Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
- Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
- Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it.
- Uses instructional practices that are likely to motivate and engage most students during the lesson.
- Strives to implement by instruction and action the district’s philosophy of education and instructional goals and objectives.
- Encourages students to set and maintain standards of classroom behavior.
- Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
- Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges.
- Shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
- Uses strategies to support every family to participate actively and appropriately in the classroom and school community.
- Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Employs two-way communication with families about student performance and learning and responds promptly and respectfully to communications from families.
- Shows understanding of and sensitivity to different families’ home language, culture, and values.
- Makes provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
- Reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.
- Seeks out and applies ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
- Effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
- Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations including but not limited to: progress reports, report cards, maintaining student grade and attendance documentation as well as attending TEAM and parent/teacher conferences.
- Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
- Fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
- Performs other duties as assigned by building principal.
- Massachusetts Teaching Certification covering Grades 6-8 in Science
- SEI Endorsement on license
- Bachelor’s or higher earned academic degree
- Technology Use – School System Data base, standard Microsoft and Google products and web-based sites.
- Learning Strategies — Selecting and using instructional methods and procedures appropriate for the situation.
- Written and Oral Comprehension and Expression — Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand.
- Team Player— Being respectful as part of a team and displaying constructive, collaborative behaviors.
An Equal Opportunity Employer
It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, sexual orientation, gender identity, age or disability in its education programs, services, activities or employment practices.