DESCRIPTION OF DUTIES, RESPONSIBILITIES AND CURRICULAR LINKAGES: 1.

Understands and applies effective strategies and best practices to ensure student success 2. Commit to obtain National Automotive Technician Education Foundation (NATEF) and National Institute for Automotive Service Excellence (ASE) programs certificates 3. Participates in district and school-based professional development activities 4. Provides rigorous and relevant instruction on approved hands-on curriculum in the content area and general work-place readiness 5. Administers a variety of student assessment tools 6. Prepares lessons that encourage and foster proficient oral and written expression, critical thinking and applications 7. Develops and maintains positive and cooperative interactions and communications with parents, colleagues and community 8. Takes all necessary and safety precautions to protect students, equipment, material, and facilities 9. Maintains accurate and complete records as required by the district and state laws 10. Maintains and updates required industry certifications 11. Collaborates with core content teachers on common instructional objectives, integration and alignment 12. Develops and maintains positive and cooperative interactions and communications with parents, colleagues and community 13. Sponsor a student Career and Technical Student Organization 14. Prepare students to successfully pass the written and practical NOCTI test

Others responsibilities contain: Generates and performs project work procedures and modify as suitable to gather changing requirements and necessities.

Classifying resources desired and allocates individual tasks. Administers everyday set features of a project as well as scope. Analysis deliverables arranged by team prior to conveying to client. Efficiently pertains our methodology and enforces Accomplish the necessities of district's course program, by expanding and applying lesson strategies and demonstrate written proof of preparation. Plan as well as organize open communication via carrying out conference among students, teachers, parents and principals. Held continuing assessment of student accomplishment by informal as well as formal testing.

Serve up staff teams and be present at and participate into faculty meetings.

Learning Objectives
Home:Assessment:Elementary Program Assessment:Learning Objectives

The Elementary Education Program subscribes to the Interstate New Teacher Assessment and Support Consortium Standards. The following table lists the Standards and ELED program components that address those standards. Interstate New Teacher Assessment and Support Consortium (INTASC) Standards 1. Content Pedagogy The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 2. Student Development The teacher understands how children learn and develop, and can provide learning opportunities that support a childs intellectual, social, and personal development. 3. Diverse Learners The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. Multiple Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills within the social studies. 5. Motivation and Management The teacher uses an understanding of individual and group motivation and Program Component Lesson Planning Unit Planning Teaching Methods/Strategies of inquiry Cooperative learning Subject matter content, concepts Prior knowledge/constructivist pedagogy Teaching from multiple perspectives Making real-life connections Evaluating teaching resources and curriculum Integrated and interdisciplinary curriculum

Learning theories Child development Zone of Proximal Development Assessment Group discussion

Learning styles/intelligences Provisions for exceptionality Second language acquisition Linguistic and cultural influences in learning Linguistic and cultural influences in curriculum High expectations for all Conflict resolution Class Meetings

Cognitive learning processes Multiple learning tools and materials Responding to students and adapting instruction accordingly

Foundations of education Sociology of classroom Classroom management strategies Democratic classroom values Intrinsic motivation Purposeful

behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation. 6. Communication and Technology The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 7. Planning The teacher plans social studies instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 8. Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 9. Reflective Practice: Professional GrowthThe teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. 10. School and Community InvolvementThe teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

lessons

Language development Role of language in learning Non-verbal communication techniques Verbal communication techniques Culturally responsive communication Responsive listening Media and technology communication techniques Learning theories to plan instruction Long term planning Short term planning Team planning Learning objectives Aligning objectives and goals with standards Teachable moments

Reflective practice strategies Action research Professional literature Professional associations and conferences Professional development Licensure Collegiality Research on teaching

Reflective practice strategies Action research Professional literature Professional associations and conferences Professional development Licensure Collegiality Research on teaching

School system structures Community resources Child protection and laws Student privacy Professional collaboration Advocacy for students School imp

Student Learning Objectives

A vital component of the Teacher Keys Effectiveness System is Student Growth and Academic Achievement. For teachers of tested subjects, this component consists of a student growth percentile

measure. Tested subjects include reading, English language arts, mathematics, science, and social studies for grades 4-8 and all high school courses for which there is an End-of-Course Test (EOCT). Non-tested subjects include all courses not listed as tested subjects. Approximately 70-75% of all teachers teach non-tested subjects for at least some portion of the instructional day. For teachers of non-tested subjects, this component consists of the Georgia Department of Education approved Student Learning Objectives (SLOs) utilizing district-identified achievement growth measures.

Student Learning Objective Overview

What is a Student Learning Objective (SLO)?
A vital component of the Teacher Keys Effectiveness System is Student Growth and Academic Achievement. For teachers of tested subjects, this component consists of a student growth percentile measure. Tested subjects include reading, English language arts, mathematics, science, and social studies for grades 4-8 and all high school courses for which there is an End-of-Course Test (EOCT). Non-tested subjects include all courses not listed as tested subjects. Approximately 70-75% of all teachers teach non-tested subjects for at least some portion of the instructional day. For teachers of non-tested subjects, this component consists of the Georgia Department of Education (GaDOE)approved Student Learning Objectives (SLOs) utilizing district-identified achievement growth measures. District determined SLOs are content-specific, grade level learning objectives that are measureable, focused on growth in student learning, and aligned to curriculum standards. As a measure of teachers impact on student learning, SLOs give educators, school systems, and state leaders an additional means by which to understand, value, and recognize success in the classroom.

Purpose of SLOs
The primary purpose of SLOs is to improve student achievement at the classroom level. An equally important purpose of SLOs is to provide evidence of each teachers instructional impact on student learning. The process of setting and using SLOs requires teachers to use assessments to measure student growth. This allows teachers to plan for student success by ensuring that every minute of instruction is moving students, teachers, and schools toward the common vision of exemplary instruction and high levels of student academic growth.

Essential SLO Components

Focus on student learning By focusing on student learning, SLOs help teachers, principals, and districts pay close attention to the annual academic progress made by students (particularly those in non-tested subjects and grade levels). District-determined objectives are set using baseline data and are written with the expectation that student learning in each classroom will be measured against baseline data. Only those topics that clearly state expectations for student learning growth are to be included in objective setting. A teachers professional growth objectives are not to be included. Aligned with curriculum standards SLOs must correlate with the Georgia Performance Standards (GPS), Common Core Georgia Performance Standards (CCGPS), or other national standards for the course being taught. District-

selected standards should warrant the year-long or course-long focus of the students and teachers. They should be rigorous, measureable, and should deepen and extend knowledge for all students in the class/group/course. Each SLO must specify the exact course, subject, grade level, and set of standards for which it was designed. Interval of instructional time The interval of instruction is the length of time during which the SLO will be completed. Districts should determine the pre and post-assessment administration windows for each SLO. The majority of SLOs should be written for the entire length of the course being taught. However, the nature of specific courses may require that the pre-assessment not be given at the very first of the instructional period but should be administered a short time into the instructional period. For example, in a beginning band class, students may need to learn to position and use their instruments before the progress on music standards can be pre assessed. For the majority of teachers, the instructional period is the full academic year. However, for teachers with courses that span only part of the academic, year, the instructional period will be the duration of that course, (e.g., a semester). The interval cannot change once approved. Scope of SLOs It is a district decision as to whether the SLO comprehensively addresses all standards taught in each course or if it addresses a prioritized set of standards. If a district chooses a set of prioritized standards, teachers are expected to address the entire curriculum and not exclude standards not assessed in the SLO. Measureable objective A measureable objective is one that quantifies growth in student learning, typically based upon the results of administration of pre- and post-assessments. Pre and post assessment scores are reported for each student in each teachers class. Assessments and measures An assessment is the instrument used to measure student learning of the objectives chosen. Each SLO must have a pre-assessment and post-assessment measure. Appropriate measures of student learning gains differ substantially based on the learners grade level, content area, and ability level. Theref ore the type and format of assessments will vary based on the standards to be measured. Careful attention must be paid to how progress in relation to a given set of standards can most effectively be measured. Integrity of SLO process and results Opportunities to misrepresent student data or inappropriate interactions with students to affect pre and post-assessment results may be minimized by: 1- The use of signed assurances (SLO Manual - Appendix A) 2- On-going, systematic triangulation of formal and informal data by administrators/evaluators (observations, report card grades, tests, walk-throughs, documentation of teacher work). SLO data should be somewhat consistent with other student data. 3- Collaborative planning of groups of teachers around SLOs results/implementation 4- Utilization of Georgia Public Domain SLOs and assessments

5- Use of electronic item bank (under development) 6- Use of interchangeable passages, scenarios, numbers, etc. in assessment items 7- Increased use of performance tasks 8- Checking for inter-rater reliability of ratings; employ the use of sampling to ensure consistency of raters

Student Learning Objectives Resources

2013 Student Learning Objectives Operations Manual SLO Measures - Frequently Asked Questions 2013 SLOs for Teachers - Frequently Asked Questions 2013 Pre-K SLOs - Frequently Asked Questions 2013 SLOs for Collaborative and CTEA Teachers - Frequently Asked Questions 2013 SLO Roles and Responsibilities 2013 Addressing SLO Challenges and Concerns 2013 Superintendent's Reference Guide to TKES and LKES SLO: A Guide for District Leaders 2013-2014 SLO: A Guide for Principals 2013-2014 SLO: A Guide for Teachers 2013-2014

Student Learning Objectives Tools

2013-2014 List of Courses with Assessment Support 2013 SLO Template for Districts and Teachers 2013-2014 SLO Statement Example Teacher Data Submission Form

The Elementary Education Program subscribes to the Interstate New Teacher Assessment and Support Consortium Standards. The following table lists the Standards and ELED program components that address thosestandards.Interstate New Teacher Assessment and Support Consortium (INTASC) StandardsProgram Component1. Content Pedagogy

The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.Lesson Planning Unit Planning Teaching Methods/Strategies of inquiry Cooperative learning Subject matter content, concepts Prior knowledge/constructivist pedagogy Teaching from multiple perspectives Making real-life connections Evaluating teaching resources and curriculum Integrated and interdisciplinary curriculum 2. Student Development The teacher understands how children learn and develop, and can provide learning opportunities that support a childs intellectual, social, and personal development.Learning theories Child development Zone of Proximal Development Assessment Group discussion3. Diverse Learners The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.Learning styles/intelligences Provisions for exceptionality Second language acquisition Linguistic and cultural influences in learning Linguistic and cultural influences in curriculum High expectations for all Conflict resolution Class Meetings 4. Multiple Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills within the social studies.Cognitive learning processes Multiple learning tools and materials Responding to students and adapting instruction accordingly5. Motivation and Management The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.Foundations of education Sociology of classroom Classroom management strategies Democratic classroom values Intrinsic motivation Purposeful lessons6. Communication and Technology The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.Language development Role of language in learning Non-verbal communication techniques Verbal communication techniques Culturally responsive communication Responsive listening Media and technology communication techniques7. Planning The teacher plans social studies instruction based upon knowledge of subject matter, students, the community, and curriculum goals.Learning theories to plan instruction Long term planning Short term planning Team planning Learning objectives Aligning objectives and goals with standards Teachable moments8. Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.Reflective practice strategies Action research Professional literature Professional associations and conferences Professional development Licensure Collegiality Research on teaching 9. Reflective Practice: Professional GrowthThe teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.Reflective practice strategies Action research Professional literature Professional associations and conferences Professional development Licensure Collegiality Research on teaching 10. School and Community InvolvementThe teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.School system structures Community resources Child protection and laws Student privacy Professional collaboration Advocacy for students School improvement

The Elementary Education Program subscribes to the Interstate New Teacher Assessment and Support Consortium Standards. The following table lists the Standards and ELED program components that address thosestandards.Interstate New Teacher Assessment and Support Consortium (INTASC) StandardsProgram Component1. Content Pedagogy

The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.Lesson Planning Unit Planning Teaching Methods/Strategies of inquiry Cooperative learning Subject matter content, concepts Prior knowledge/constructivist pedagogy Teaching from multiple perspectives Making real-life connections Evaluating teaching resources and curriculum Integrated and interdisciplinary curriculum2. Student Development The teacher understands how children learn and develop, and can provide learning opportunities that support a childs intellectual, social, and personal development.Learning theories Child develo pment Zone of Proximal Development Assessment Group discussion3. Diverse Learners The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.Learning styles/intelligences Provisions for exceptionality Second language acquisition Linguistic and cultural influences in learning Linguistic and cultural influences in curriculum High expectations for all Conflict resolution Class Meetings 4. Multiple Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills within the social studies.Cognitive learning processes Multiple learning tools and materials Responding to students and adapting instruction accordingly5. Motivation and Management The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.Foundations of education Sociology of classroom Classroom management strategies Democratic classroom values Intrinsic motivation Purposeful lessons6. Communication and Technology The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.Language development Role of language in learning Non-verbal communication techniques Verbal communication techniques Culturally responsive communication Responsive listening Media and technology communication techniques7. Planning The teacher plans social studies instruction based upon knowledge of subject matter, students, the community, and curriculum goals.Learning theories to plan instruction Long term planning Short term planning Team planning Learning objectives Aligning objectives and goals with standards Teachable moments8. Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.Reflective practice strategies Action research Professional literature Professional associations and conferences Professional development Licensure Collegiality Research on teaching9. Reflective Practice: Professional GrowthThe teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.Reflective practice strategies Action research Professional literature Professional associations and conferences Professional development Licensure Collegiality Research on teaching10. School and Community InvolvementThe teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.School system structures Community resources Child protection and laws Student privacy Professional collaboration Advocacy for students School improvement