| This document is a job description
for resource teachers. As such, it provides necessary
clarification of the role for purposes of recruitment.
In addition, it is a checklist of accountability both
for the resource teacher in the performance of duties
and for the administrator in providing supports so that
the resource teacher can function as an instructional
leader. Finally, it constitutes the substantive basis
for the yearly evaluation of persons serving in this
leadership role. With two minor clarifications (note
underlining) in sections III.A. and IV., it is the statement
which was discussed with the Board of Education on October
13, 1970, and which, in turn, was a clarification of
the job description appearing in Evaluative Criteria-Secondary
(1967). |
Thorough knowledge of program. Ability to work well
with studetns, teachers, and administrars. Ability
to appropriately adapt instructional programs and
materials. Good administrative and supervisory skills.
Excellent oral and written communication and human
relations skills. Shows deep concern for individual
students.
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Holds,
from an accredited institution, a master's degree or
its equivalent
in semester hours of credit or is within one year of
fulfilling this requirement. Has successfully completed
appropriate hours of work in subject areas in which
responsibility will be borne. Demonstrates evidence of
continuing professional
study and work-related growth. Has had a minimum of
three years of outstanding teaching experience. Has
had appropriate
teaching experience within subject fields of the department.
Demonstrates skill in working effectively with people.
Shows deep
concern for individual students.
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A.
Shall be selected by the principal and the appropriate
associate
superintendent in consultation
with the subject coordinator and the members of the department
or members chosen by the department to represent them
B. Shall not have guaranteed tenure in the position
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A.
Shall be selected by the principal and the appropriate
associate superintendent in consultation with the subject
coordinator and the members of the department or members
chosen by the department to represent them
B. Shall not have guaranteed tenure in the position. |
Meets Maryland State Department of Education certification
requirements.
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| (Special
requirements such as lifting heavy objects and frequent
climbing.) None |
|
(Frequent overtime or night work required, etc.) None |
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A. Liaison Function
1. Serves as liaison between department members and
school administration and between department members
and appropriate coordinators in matters pertaining
to curriculum and instruction
2. Meets regularly with subject coordinator
3. Meets with principal and appropriate associate superintendent
or cluster director
4. Keeps principal informed in matters pertaining to
the program and the department
B. Instructional Leadership
1. Works with the department, administration, and counselors
in the development of the schedule and the placement
of students in appropriate classes
2. Assists classroom teachers in the following:
a.
Classroom organization and management
b. Selecting, locating, and securing instructional
materials and other aids
c. Developing skills and
techniques of instruction
d. Interpreting test results to identify abilities
of each student
e. Seeking ways to involve students meaningfully
in their educational program
f. Adapting the county
program
to the needs of the local school community
g. Helping to plan the best program for each instructional
group by adapting the curriculum to the needs of
individuals
h. Planning for the most productive use of aides
and volunteers
i. Using and caring for equipment
j. Developing plans for daily work as well as in
long-range planning
k. Self-evaluation, self-improvement, and evaluation
of program
3. Assumes leadership role in selection, location,
and purchase of instructional materials
4. Holds departmental meetings on matters that
are the appropriate instructional concern of the
department
and the total school
5. Helps foster cohesive, cooperative pattern of
interpersonal relationships within the department
6. Meets periodically with principal and appropriate
associate superintendent or cluster director to
confer on matters of program and instruction
7. Gives aid and support to substitute teachers
(checks emergency plans, etc.)
C. Program and Teacher Growth and Development
1. Participates in interviewing and selecting prospective
teachers for department
2. Assists principal in latter's evaluation of teachers
and may, at the teachers' option, participate in the
teacher's evaluation conference
3. Visits classes to appraise program quality and confers
with teachers about observations
4. Confers frequently with the members of the department
on an informal basis
5. Participates in the planning of school staff development
activities and assumes a leadership role in planning
those of the department
6. Provides leadership in developing department goals
consistent with area and county goals 7. Assists teachers
in the development of long-range plans
8. Provides leadership in the utilization of student
records and test results
9. Stimulates an awareness of research and curricular
development in subject fields
10. Plans with teachers most effective ways of using
courses of study and instructional materials D. Curriculum Development
1. Keeps informed of new trends and programs in fields
of responsibility
2. Participates in in-service activities related to
duties
3. Is a permanent member of appropriate review and
evaluation committees
4. Assists in the summer and at other appropriate items
in writing of curriculum materials
E. Departmental Administration
1. Assists principal in providing overall leadership
in instructional program of the school
2. Supervises the use of clerical aide(s) assigned
to the department
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