TEACHER OF BIOLOGY (2024-2025 SCHOOL YEAR) - GLOUCESTER TOWNSHIP CAMPUS - Camden County Technical Schools

CAMDEN COUNTY TECHNICAL SCHOOLS

POSITION DESCRIPTION

TITLE:

TEACHER OF BIOLOGY 

2024-2025 SCHOOL YEAR

GLOUCESTER TOWNSHIP CAMPUS

QUALIFICATIONS:

1. Must possess or be eligible for a valid New Jersey Teacherof Biological Science, Teacher of Earth Science, or Certificate ofEligibility.

1. Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
2. Demonstrated knowledge in certificated area and effective teaching methods.
3. Thorough knowledge of New Jersey Student Learning Standards.
4. Thorough knowledge and familiarity with instructional technologies.
5. Ability to maintain a safe, secure and caring learning environment.
6. Strong interpersonal and communication skills.
7. Ability to communicate with parents/guardians.
8. Successfully undergo a criminal history check and proof of U.S. citizenship or legal resident alien status.
9. Meets the health qualifications required of all personnel.
10. Meets NJ residency requirements or willingness to relocate to NJ within 365 days of employment.
11. Must follow the guidelines of the Camden County Technical Schools’ Nepotism Policy, File Code: 0142.1.

Salary/Position:   Full-Time, 10-month position; salary and benefits as determined by the Cam/Voc Agreement Salary Guide plus a sign-on bonus of up to $5,000 to the hired candidate for this position.

Interviews are at the discretion of the superintendent and/or designee and based on qualifications for the position.

THE BOARD OF EDUCATION DECLARES IT TO BE THE POLICY OF THIS DISTRICT TO PROVIDE AN EQUAL OPPORTUNITY FOR ALL APPLICANTS REGARDLESS OF AGE, COLOR, CREED, NATIONAL ORIGIN, RACE, RELIGION, SEX, MARITAL STATUS, DISABILITY, ANCESTRY, AFFECTIONAL OR SEXUAL ORIENTATION, FAMILIAL STATUS, LIABILITY FOR SERVICE IN THE ARMED FORCES OF THE UNITED STATES, OR NATIONALITY.

POSITION GOALS: To teach the New Jersey Core Curriculum Content Standards and/or Industry Standards through the district curriculum and establish a class environment that fosters learning and personal growth; to help students to develop skills, attitudes and knowledge needed to provide a good foundation for continued education; and to maintain good relationships with parents/guardians and other staff members.

REPORTS TO: Supervisor assigned per the CCTS’ Organizational Chart

PERFORMANCE RESPONSIBILITIES: 

Preparation:                         

     1. Select a variety of relevant materials, resources, and technologies that support instructional goals and support student           learning.

1. Lesson plans are available during the observation and meet school and district standards for format, differentiation, clear expectations and rigor.

1. Planning reflects connections to New Jersey Core Curriculum Content Standards or Career Competencies and Camden County Technical Schools' curriculum. Connections are extensive and provide opportunity for students to significantly deepen their knowledge of core concepts.

1. Planning recognizes and builds on the prerequisite skills for the new learning. Cross-content connections provide opportunity for students to significantly deepen their knowledge of core concepts.

1. Modify and adjust the instructional plan and goals according to student achievement as measured by ongoing verbal, written and/or authentic assessments. 

1. Use Individualized Education Program (IEP) where prescribed to meet the classified student's need.                    

Instruction:                           

    7. All goals are clear, are relayed in the form of student learning outcomes and are measured by ongoing written, verbal              and/or authentic assessment practices.

1. Exhibit positive verbal and non-verbal communication including words of encouragement, smiles, tone and positive interaction and elicit this from students.

1. Organize tasks so student groups work independently and/or are productively engaged at all times with students assuming responsibility for learning.

1. Prepare students to take responsibility for handling materials and supplies maximizing instructional time. Routines are seamless. 

1. Inclusion teachers and technicians make substantive contributions to the planning, organization and operation of the learning environment by teacher design. 

1. Consistently display a thorough understanding of content specific instructional practices.    

1. Directions to students are clear. Teacher expectations define what students are expected to learn.

1. Use of effective questioning strategies that are rigorous. Encourage students to engage in active reasoning and lead them in developing questions on their own. 

1. Enable and expect students to inquire, investigate, and talk about critical questions, problems, and concepts defined by each discipline's standards. Lead students to do intellectual work involved in understanding core content and learning to identify big ideas and critical questions.

1. Pacing of the lesson is varied, appropriate, consistent and is differentiated for the needs of individual students.

1. Use multiple strategies to successfully address student questions and/or peak student interest.

1. Establish and expand high expectations for all students.  Demonstrate an expectation that all students will reach the goals and standards of the lesson.

1. Respond to misbehavior appropriately with success.  Be aware of individual student needs. Do not escalate nor exacerbate misbehavior.  Classroom management shall be the responsibility of the teacher.

1. Non-instructional records are accurate, systematic and complete.

1. Assessment data appears to be used to plan for individual students' needs. Model assessment driven instruction.

Professional

Responsibilities:                

    22. Report safety violation(s) that cannot be corrected by the teacher to the principal.

1. Maintain professional competence and continuous improvement through professional development and other professional growth activities and implement recommendations made for growth and/or improvement.

1. Remediate recommendations given on observation and evaluation.

1. Work collaboratively with colleagues to correlate and share instructional activities, resources and best practices.

1. Provide students with career guidance, making effective use of community resources to enhance the instructional program through workplace learning opportunities.                

1. Communicate with parents/guardians through email, telephone and, preferably, through face to face meetings.

1. Demonstrate knowledge of indicators of student progress for the teacher’s own students including attendance rates, retention rates, and other quantification data and strive to assure that these rates compare favorably to district averages, state-wide and national requirements. 

1. Analyze these data to maximize student achievement by looking at individualized test scores, group scores and class scores.

1. Maintain log of the professional development hours required by the New Department of Education.

1. Fulfill annually, the teachers' Professional Development Plan. 

1. Uphold and enforce school rules, administrative regulations and board policy.

1. Fully execute the requirements of the district’s electronic data system including lesson plans, daily attendance, class attendance, grades to be entered at least weekly, record marking period grades on dates assigned, record exam grades as required, update and enter student data and  maintain classroom websites keeping them as current/relevant as possible.

1. Demonstrate daily the competencies and expectations of a good lesson found on the formal classroom observation sheets.

1. Shall teach only the approved curriculum of the Board of Education in the subject area assigned by the administration for what the teacher is certified and highly qualified.

1. Perform other duties which may be within the scope of his/her employment and certification as assigned by the principal.

Approved:      June 1980

Revised:        September 20, 2000

Revised:        March 18, 2009

Revised:        January 20, 2010

Revised:        August 24, 2011