URBANA SCHOOL DISTRICT #116

TITLE:  Tier One Intensive Teacher 

LOCATION: Urbana High School 

SUPERVISOR: Building Principal and/or Assistant Principal

JOB SUMMARY:  Tier One Intensive Teachers are responsible for working directly with general core teachers to implement and solidify the core English Language Arts and Math curriculum in grades 9-12.  

Under the direction of the principal and the Student Learning Department, Tier One Intensive teachers will reinforce core literacy and math instruction by co-teaching in classrooms. Tier One Intensive teachers will also work with students in small intervention groups. The teacher should understand the central concepts for literacy and math acquisition, effective instructional methods, to assist teachers in creating learning experiences that make the core curriculum meaningful.  This includes providing support structures to improve student achievement for all students.

ESSENTIAL FUNCTIONS:  To perform this job successfully, an individual must be able to perform each essential function at a level of proficiency. The successful Tier One Intensive Teacher:

• Meets and instructs classes, small groups, or individual students in the locations and at the times designated through a school’s master schedule.
• Works collaboratively with course team teachers and other co-teachers.
• Provides students with timely feedback on assignments and assessments.
• Uses assessments and results to guide instruction.
• Assists in developing and implementing improvement plans and individualized progress monitoring plans for students.
• Collaboratively plan, prepare, and deliver instructional activities that facilitate active learning experiences.

• Engage students in an inquiry-based delivery model of instruction.
• Provide a variety of learning materials and resources for use in educational activities.

• Uses a wide range of instructional strategies and technologies to meet and enhance the needs of a diverse student population.
• Plans and supports instruction through the co-teaching model that meets the needs and abilities of small groups or individual students.

• Considers equitable resources and equitable instructional practices to meet the needs of a diverse student population.
• Guides the learning process toward achievement of core curriculum goals in harmony with the goals established for each student and gives a clear objective for all lessons.

• Demonstrates effective preparation for instruction for co-taught classes and small groups.
• Collaboratively creates a classroom environment and small group lessons that are culturally relevant and conducive to learning utilizing non-traditional methods appropriate to the student's maturity and interests.
• Communicate necessary information regularly to students, co-teachers, and colleagues, as well as student progress and student needs, as part of the co-teaching model.

• Participate in Professional Learning Communities (PLC).
• Participate in department-level collaboration meetings and Wednesday planning and professional development.

• Create formative assessments aligned with the district core curriculum.

• Analyze student data from both formative and summative assessments to drive differentiated instruction and data-based decision-making for students.
• Progress monitors student achievement regularly to inform instruction while providing progress reports to families as required.
• Supports and participates in the administration of benchmark and local assessments.
• Participates in training and professional growth opportunities to enhance the ability to perform the job's essential functions.

• Utilize current technology to enhance student learning.

• Prepares for classes assigned and shows written evidence of preparation upon request. 
• Encourages students to set and maintain standards of classroom behavior.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the student.s
• Helps support a trusting and respectful learning environment that fosters risk-taking and enhances positive student self-concept.
• Updates and maintains all necessary records accurately and completely as required by law, district policies, and school regulations.
• Attends staff meetings and in-service activities as required.
• Serves on district committees as required.
• Maintains professional relationships with students and faculty, follows the teaching profession's ethics, and promotes students' welfare at all times.
• Works cooperatively with all staff, administration, families, and community.
• Respond professionally to conflict.
• Demonstrates punctuality in arrival and departure times from the building, co-taught classes, and meetings. 
• Maintains the confidentiality and privacy of individual students, co-teacher partners, and staff. 
• Informs administrators and appropriate personnel of school-related concerns and difficulties as they arise.

• Perform all other duties and tasks necessary to the position as assigned. 

QUALIFICATIONS:

EDUCATION

• Bachelor's degree from an accredited college or university with licensure and/or endorsement in at least one of the core teaching areas, specifically at the high school level.  

EXPERIENCE 

• Previous experience teaching students at the high school level with learning challenges or those requiring additional support is highly desired.
• Previous experience working with diverse student populations
• Minimum of 5 years of successful, proven teaching experience 
• Trained in the district-adopted curriculum (i.e., Illustrative and/or new ELA/SLA) 
• Trained in the use of local district assessments
• Must have strong communication and organizational skills
• Ability to effectively communicate, connect with, and motivate students with intense needs
• Ability to effectively communicate, connect with, and collaborate with adults
• Must have the ability to stay organized and document activities and paperwork in a timely manner

LICENSES/CREDENTIAL:  Valid Professional Educator License, Secondary Education endorsement (6-12), or Special Education (K-12) endorsement

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.

START DATE:  August 13, 2024

EVALUATION: The performance of this job will be evaluated in accordance with provisions of the Board's policy on teacher evaluation and provisions of the negotiated agreement using the district’s evaluation instrument by the Building Principal. 

SALARY:  Refer to the Certified Salary Schedule

NOTE: This is a position within the collective bargaining unit and is not an administrative position.

AN EQUAL OPPORTUNITY EMPLOYER

CREATED:  December 2023