About this role
Summary
The teacher resident (TR) is a clinical teacher engaged in a year-long clinical experience under the guidance of a highly effective host teacher (HT). While completing their degree and certification through The University, the TR learns on the job, moving from a supportive observer to a lead practitioner. For a full school year, the TR works alongside the HT; TRs are actively engaged in as many elements of the classroom as possible. The TR will gradually assume greater responsibilities throughout the residency year as they develop as a teacher. While TRs may hold compensated roles, these duties must not interfere with the primary clinical learning goals or the TR's development as a future educator.
Typical responsibilities include
- Co-planning and co-teaching with HT and other team members, leading small group instruction, leading instruction without the HT present (with planning support from HT)
- Internalizing high-quality instructional materials with support from HT and/or district instructional coaches
- Facilitating effective routines and procedures, supervising students, and developing students' social-emotional skills
- Attending professional development before the start of each semester and on-going throughout the school year
- Participating in team planning, Professional Learning Communities (PLC), school-based professional development, campus faculty meetings, and meetings with their Site Coordinator (SC)
- Working with the HT to monitor and improve instruction with formative and summative assessments, grading, data analysis to identify next steps for students
- Implementing feedback from HTs and the Site Coordinator before, during, and after informal and formal observations
- Taking responsibility for other non-instructional duties as assigned by the HT
Responsibilities
Classroom and School Environment
- Identify and address individual students' social, emotional, and behavioral learning needs and barriers
- Hold students accountable for ambitious, measurable, high expectations of behavior and engagement
- Contribute to a culture of respect, enthusiasm, and rapport
- Manage student behavior during transitions and less structured time (i.e. recess, lunch)
Planning and Preparation
- Co-plan with HT and grade level team
- Ensure a high-standard, differentiation-ready curriculum
- Plan backward to align all lessons, activities, and assessments with standards & curriculum
- Implement and suggest improvements to instruction that develop higher-order thinking skills and reflect the levels and interests of individual students
- Implement and suggest improvements to assessments that accurately assess student progress.
- Utilize a Student Achievement Chart to analyze student performance data and plan accordingly
Instruction
- Co-teach utilizing select nstructional Strategies with HT
- Provide small-group instruction under the direction and using tools/rubrics of the HT and team
- Supervise student skills practice, projects, and digital learning
- Lead whole-group instruction
- Participate in instructional planning and data analysis consistently
Professional Responsibilities
- Solicit and willingly receive feedback from HT, Principal, Site Coordinator, and grade level team members to improve professional skills
- Regularly meet with HT to ensure alignment of instructional vision and delivery and to troubleshoot students' persistent learning challenges
- Establish and maintain open communication with parents, students, colleagues, and community members
- Participate in professional development opportunities at school
- Follow district safety protocols and emergency procedures
Qualifications
- Enrolled in The University, working towards a teaching certificate
- Strong work ethic, open to feedback, with a willingness to implement next steps, and a belief that all students can achieve
- Preference given for experience working successfully with those of similar demographics to the desired school placement
- Knowledge of the subject matter being taught
- Strong organizational, communication, and interpersonal skills
- Continued progression towards certification, according to EPP guidelines
- Preferred: completion of one or more certification exams
Hours
- Residents will be present during teacher contract hours and dates set by the Castleberry district calendar. Candidates will follow TEA and University guidelines for absences.
- Paid Residency:
- Semester 1: 4 days per week
- Semester 2: 4 days per week
Post-Certification
- Priority hiring opportunities
- 2-year commitment (preferred) to Castleberry ISD
Reports to: Host Teacher, Principal, Site Coordinator
Compensation
Salary
- $20,000 per school year