License and Certification Qualifications: Meets Georgia certification requirements in Computer Science education required.
Education Qualifications: Bachelor?s degree in computer science, information technology, or other related field from a Professional Standards Commission (PSC) approved college or university required. Master?s degree in related field or relevant career experience preferred.
Experience Qualifications: Previous teaching and/or relevant industry experience preferred.
Skills Qualifications: Ability to provide high quality instruction around the knowledge and skills of computer science courses, including the development and use of computational thinking skills; using, writing, analyzing, applying different algorithms; knowledge and practice of programming basics (control structures, standard operators, variables, correctness, modifiability), understands and applies event-driven programs, use of libraries and APIs, and object-oriented concepts; knowledge and practice of data digitalization, data encryption and decryption, data simulation, modeling and manipulation of data; knowledge of operating systems, computing systems, communication between devices, cloud computing, networks; knowledge of the impact of, obstacles to, and effects of computing; and application of computer science concepts to solve real-world problems in a professional setting.
Knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; ability to understand the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication skills; and effective human relations skills.
Primary Responsibilities: Plan, implement, and promote rigorous, relevant, and industry-aligned computer science instruction based on the district Academic Knowledge and Skills (AKS) curriculum. Provide an atmosphere and environment conducive to the intellectual, physical, and social, and emotional development of students.
1. Demonstratecommand of computer science content being taught.
2. Continue learning newest trends and updateto the computer science field.
3. Develop and prioritize short and long-terminstructional objectives based on district AKS curriculum.
a. Identify specific prerequisite skillsand/or knowledge necessary for students to learn the AKS.
b. Plan instruction as needed to promotestudent mastery of prerequisite skills and knowledge.
c. Analyze student work and assessmentsto determine instructional needs.
d. Prepare written lesson plans to supportinstructional objectives of the AKS for all students.
e. Plan appropriate assessment of studentlearning.
4. Evaluate, select, and modify resources andactivities.
a. Review resources including districtcore materials.
b. Select core materials and other resourcesthat match the AKS.
c. Select resources that match the learner(s)needs.
d. Select resources that reflect scientifically-basedresearch on effective instruction.
5. Provide initial focus for the lesson.
a. Communicate specific learning objectivesto students.
b. Link lesson content to students’prior knowledge, background experience, and/or real-world application ofcontent.
c. Capture student attention throughactive involvement.
6. Organize content for presentation of thelesson.
a. Present information in a logicalsequence.
b. Organize the presentation of contentinto blocks or steps based on the students’ needs and the complexity ofthe material.
c. Follow research-based organizationalplan for content organization, such as anticipatory set, acquisition lesson,guided practice, independent practice, and summarizing.
7. Utilize scientifically researched effectiveinstructional strategies and methods of providing information for studentsto acquire the learning.
a. Assess students’ learning of theAKS and provide specific feedback to students and parents.
b. Provide collaborative learning opportunitiesto enhance student achievement.
c. Provide multiple opportunities fordistributed guided practice followed by independent practice.
d. Teach essential content-related vocabulary.
e. Utilize a variety of nonverbal/visualrepresentations of content and skills.
f. Teach students to summarize theirlearning.
g. Teach skills for improving readingand writing proficiency/literacy across content areas.
h. Access and/or build students’ backgroundknowledge and experience.
i. Utilize and teach questioning andcuing/prompting techniques.
j. Utilize technology effectively toplan, teach, and assess.
k. Utilize inquiry-based problem-solvinglearning strategies with students in all content areas.
l. Teach and require students to setpersonal goals for improving their academic achievement.
m. Teach students to compare and contrast knowledge,concepts, and content.
8. Provide formative assessment that measuresstudent progress toward AKS objectives.
a. Monitor students’ progress in learningthrough a variety of techniques.
b. Adjust instructional plans basedon formative assessment results.
c. Provide criteria that allow studentsto measure their own progress toward an objective.
9. Provide summative assessment that measuresstudent achievement of objectives.
a. Assess students' learning of theAKS.
b. Provide assessments that are appropriatefor the learner(s).
c. Maintain assessment records for eachstudent.
d. Communicate assessment results tostudent.
e. Utilize assessment results to planfor subsequent instruction.
10. Organize learning environment to maximizestudent time on task.
a. Organize and arrange classroom tofacilitate learning.
b. Ensure smooth transitions from oneactivity to another.
c. Maintain an orderly system for housekeepingduties including attendance, passes, announcements, distributing and collectingmaterials, and homework assignments.
11. Maintain behavior that is conducive to learning.
a. Define and communicate behavior expectationsto students.
b. Monitor behavior and provide appropriatefeedback to students.
c. Manage inappropriate behavior effectively.
d. Focus on student behavior ratherthan personality.
e. Treat sensitive situations with discretion.
f. Encourage participation fromall students.
g. Establish mutual respect betweenteacher and students.
h. Convey warmth, friendliness, andenthusiasm.
12. Participate in professional growth and professionallearning activities.
a. Apply new knowledge and skills acquiredin planning and delivery of student instruction.
b. Demonstrate evidence of progresstoward individual goals plan.
13. Maintain professional responsibilities and actas a role model.
a. Utilize standard written expressionand acceptable oral expression.
b. Demonstrate punctuality to class,to assigned duties, and to other school activities.
c. Submit records, reports, and formsaccurately and promptly.
d. Provide clear plans for substituteteachers.
e. Maintain regular attendance.
f. Demonstrate a willingnessto share ideas, methods, and materials.
g. Cooperate with staff and supportthe development of activities and goals of the school.
h. Encourage positive school and homecommunications.
i. Ensure effective communicationwith students, parents or guardians, district and school personnel, andother stakeholders in ways that enhance student learning.
14. Perform other duties as assigned.
Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to touch, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
