Urbana School District 116
TITLE: High School Alternative Day Assignment Teacher (Restorative U)
LOCATION: Urbana High School
SUPERVISOR: Building principal
JOB SUMMARY: The mission of Urbana High School, a community of learning,is to engage and inspire students while promoting their intellectual, social and emotional growth. Under general direction of the principal, the teacher is responsible for fully supporting this mission of the school. Under general direction of the Principal, the teacher is responsible for helping students learn subject matter and skills that will contribute to their development as mature, able, and responsible students. The Alternative Day Assignment (ADA) or Restorative U classroom is a temporary educational placement for students unable to be in the regular classroom setting as a result of disciplinary or pending disciplinary action. Students are assigned to report to ADA for a specific amount of time as determined by a Student Engagement Advocate, Student Interventionist, or an Administrator. The teacher is responsible for providing educational services to the students who are temporarily placed in ADA as outlined below.
ESSENTIAL FUNCTIONS: To perform this job successfully, the teacher must be able to perform each essential function at a level of proficiency. A proficient teacher:
- Is knowledgeable and competent in restorative practices and general instructional practices.
- Is a proponent of and advocate for restorative practices.
- Utilizes best practice instructional strategies.
- Designs instruction considering student needs,ability levels,interests, classroom performance and assessment results.
- Incorporates some content from previous instruction into daily planning.
- Designs social emotional learning instruction that is clear, well organized and accurate.
- Plans appropriate instructional activities that require higher-order thinking skills and allows for extension and enrichment of student learning.
- Develops instruction plans based on district curriculum and objectives.
- Integrates knowledge gained from staff development and professional educational literature when designing instruction.
- Actively pursues increased knowledge of content and best teaching practices.
- Selects materials with consideration of various learning styles.
- Seeks resources to enhance instruction.
- Plans for the use of technology when applicable.
- Presents accurate and complete content area information as needed to enhance student's completion of work.
- Implements instructional supports that address district curriculum goals, objectivesand state standards.
- Provides background and/or explanatory information to increase students' depth of understanding.
- Opens instructions with the use of effective strategies to build interest.
- Explains instructions and content clearly, checking for students' understanding as necessary.
- Employs a variety of teaching techniques appropriate to the subject and to the learner's maturity.
- Adjusts instruction as needed during the instruction based upon student response and feedback.
- Provides opportunities for all students to demonstrate learning.
- Demonstrates appropriate pacing that includes smooth, efficient transitions.
- Makes effective use of the entire learning period.
- Concludes instructions clearly.
- Utilizes multiple modalities when delivering instructions.
- Makes appropriate accommodations for individual students.
- Teaches instructions using knowledge of developmental characteristics of age group.
- Completes and reports results of assessments mandated by the building and district.
- Aligns assessment with curriculum and instruction.
- Analyzes assessment data for reliability and validity.
- Uses assessments that align with district curriculum and state standards.
- Uses assessment data to determine the range of student understanding.
- Uses assessments and results to guide instruction.
- Provides on-going updates to students and parents regarding student progress.
- Provides clear academic expectations and criteria for success that can allow students to self-monitor progress.
- Provides students with timely feedback on assignments and assessments.
- Interacts with students in a mutually respectful and friendly manner.
- Establishes a trusting environment that fosters risk-taking and enhances positive student self-concept.
- Capitalizes on student interest and experiences as they relate to learning activities.
- Provides opportunities for students to assume responsibilities and develop independence.
- Recognizes and encourages diverse opinions while preparing students for membership in a multicultural society.
- Establishes and maintains high learning expectations.
- Fosters enthusiasm for learning in all students.
- Maintains a functional, attractive environment with materials conducive to student learning.
- Adjusts instruction as needed.
- Establishes procedural routines which are clear to students.
- Provides clear, adequate written instructions and materials for substitute teachers.
- Manages more than one situation at a time when necessary.
- Teaches clear behavioral expectations to students and checks for understanding.
- Addresses student problems in an organized, fair, and consistent manner.
- Seeks to improve specific and chronic behavioral problems.
- Monitors student behavior continuously while maintaining consistent and appropriate emotional demeanor.
- Collaborates with parents, support staff, and others to develop and carry out a plan to improve student behavior.
- Reinforces appropriate student behaviors.
- Handles disruptive classroom situations.
- Works cooperatively with all staff,administration, parents and community.
- Responds professionally to conflict.
- Treats people individually irrespective of race, gender, or socio-economic background.
- Uses discretion in handling confidential information and difficult situations.
- Demonstrates punctuality in arrival and departure times from the building, classes and meetings. Demonstrates consistent attendance.
- Informs administrators and appropriate personnel of school related concerns and difficulties as they arise.
- Meets all professional responsibilities in a timely manner including providing accurate information.
- Complies with building policies, school board policies and requirements in the Collective Bargaining Agreement.
- Communicates often with faculty and staff through email or in person,aboutthe progress made by the students and the need or receipt of work.
- Demonstrates awareness of developments in the field of education.
- Keeps abreast of building and district level committee work.
- Demonstrates commitment to professional growth by participating in building and district staff development.
- Meets and instructs assigned classes in the locations and at the times designated.
- Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities.
- Maintains accurate, complete and correct records as required by law, district policy and administrative regulation.
- Assists the administration in implementing all policies and rules governing student life and conduct, and for the classroom, develops reasonable rules of classroom behavior and procedure and maintains order in theclassroomin a fair and just manner.
- Makes provision 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.
- Plans and supervises purposeful assignments for teacher assistants and volunteers.
- Strives to maintain and improve professional competence.
- Attends staff meetings and inservice activities as directed.
- Serves on staff committees as required.
- Maintains professional relationships with students and faculty; follows ethics of the teaching profession; and promotes the welfare of students at all times.
- Attends and participates in training related to the job summary and essential functions of this position (e.g. restorative practices, Therapeutic Crisis Intervention, bullying preventions, etc.).
ADDITIONAL RESPONSIBILITIES:Teachers may assume additional roles and responsibilities within the school and/or district on a voluntary or compensatory basis as described in the Collective Bargaining Agreement and/or in agreement with the principal and/or assistant principal(s).
Bachelor's degree from an accredited college or university with licensure and/or endorsement in the core teaching areas of LBS1 and/or English-Language Arts and/or Mathematics, specifically at the middle and high school level.
Minimum of two to five years previous experience teaching students at the high or middle school level (grades 6-12).
LICENSES/CREDENTIAL: Valid Illinois Teaching License with the appropriate endorsements specific to the teaching area.
TERMS OF EMPLOYMENT: Salary is based on a step placement which is determined by education, experience and the Urbana Education Association and Board of education contract.
EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on evaluation of professional personnel.
REVISED: December 2018