JOB DESCRIPTION:  K-5 Teacher

CONTRACT TERMS:  190-Day Calendar

REPORTS TO:  Building Principal

SALARY SCHEDULE:  Social Circle City School District Certified Salary Schedule

Fair Labor Standards Act:  Exempt

OVERALL PURPOSE:

The K–5 Teacher provides high-quality, standards-based instruction aligned with the Georgia Standards of Excellence (GSE) and district curriculum. The teacher creates a safe, engaging, and inclusive learning environment that promotes academic achievement, critical thinking, creativity, collaboration, and social-emotional development. Through data-informed instruction, evidence-based practices, and collaboration with colleagues and families, the teacher supports the academic and personal growth of every student while fostering the knowledge, skills, and dispositions outlined in the Social Circle City Schools Portrait of a Graduate.

MINIMUM QUALIFICATIONS:

• Education:
  • A valid Georgia Educator Certificate in the assigned teaching field as required by the Professional Standards Commission
• Endorsements (Preferred):
  • ESOL and/or Gifted Endorsement preferred. Candidates may be required to obtain appropriate endorsements based on student population needs and district assignment.
  • Candidates must meet all Georgia Department of Education requirements related to the Georgia Early Literacy Act (HB 538), including completion of required Science of Reading professional learning and other literacy training as required by law.
  • Candidates are expected to develop and maintain knowledge of evidence-based literacy instruction, characteristics of dyslexia, and effective intervention practices.
• Such alternatives to the above qualifications as may be appropriate and acceptable.

KNOWLEDGE & SKILLS:

• Thorough knowledge of the Georgia Standards of Excellence (GSE) and district curriculum.
• Knowledge of evidence-based instructional practices, including the Science of Reading, explicit instruction, differentiated instruction, and Universal Design for Learning (UDL).
• Knowledge of formative and summative assessment practices and data-driven instructional decision-making.
• Knowledge of child development and age-appropriate instructional strategies.
• Knowledge of Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), and classroom behavior management.
• Ability to differentiate instruction to meet the academic, behavioral, linguistic, and social-emotional needs of diverse learners.
• Ability to integrate instructional technology to enhance student learning.
• Ability to analyze student data to improve instructional effectiveness.
• Ability to establish and maintain positive relationships with students, families, colleagues, and community members.
• Strong communication, collaboration, organizational, and classroom management skills.

ESSENTIAL FUNCTIONS & DUTIES:

Instruction & Learning

• Plans and delivers rigorous, standards-based instruction aligned with the Georgia Standards of Excellence and district curriculum.
• Creates engaging learning experiences that promote critical thinking, creativity, communication, and collaboration.
• Uses evidence-based instructional practices to meet students' diverse learning needs.
• Differentiates instruction through flexible grouping, scaffolding, accommodations, and enrichment opportunities.
• Integrates literacy, numeracy, technology, and problem-solving skills throughout instruction.
• Creates an inclusive classroom environment where all students experience academic success.

Assessment & Data Analysis

• Uses formative, benchmark, and summative assessment data to monitor student learning and guide instructional decisions.
• Maintains accurate records of student progress and communicates results to students, families, and school personnel.
• Participates in collaborative data analysis to identify instructional priorities and interventions.
• Implements progress monitoring for students receiving interventions through MTSS.
• Uses literacy screening, diagnostic, formative, and summative assessment data to identify student strengths and areas of need.
• Utilizes assessment data to differentiate instruction and provide timely interventions.
• Maintains documentation of student progress in accordance with district literacy expectations and state requirements.

Classroom Environment

• Establishes and maintains a positive, safe, orderly, and engaging classroom environment.
• Implements district behavior expectations and positive behavior supports.
• Promotes student responsibility, respect, and positive relationships.
• Maintains classroom organization and instructional resources to maximize student learning.

Literacy Instruction 

• Delivers explicit, systematic, and evidence-based literacy instruction aligned with the Georgia Standards of Excellence and the Georgia Early Literacy Act (HB 538).

• Implements instructional practices grounded in the Science of Reading and structured literacy principles.

• Provides instruction that develops foundational literacy skills, including phonological awareness, phonics, decoding, fluency, vocabulary, language comprehension, and written expression appropriate to grade level.

• Administers and utilizes district literacy screening and diagnostic assessment data to guide instruction and intervention.

• Monitors student literacy progress through ongoing formative assessment and progress monitoring.

• Collaborates with interventionists, instructional coaches, special education teachers, ESOL teachers, and administrators to develop and implement targeted literacy interventions.

• Implements classroom instructional strategies that support students exhibiting characteristics of dyslexia and other reading difficulties.

• Participates in the identification and support of students requiring additional literacy interventions through the district's MTSS process.

• Supports implementation of district literacy initiatives and evidence-based instructional practices.

Collaboration

• Collaborates with grade-level teams, special education teachers, ESOL teachers, interventionists, instructional coaches, counselors, administrators, and other staff to improve student achievement.
• Participates in Professional Learning Communities (PLCs), data meetings, MTSS meetings, IEP meetings, Section 504 meetings, and other collaborative planning activities as appropriate.
• Communicates effectively with parents and families regarding student progress and instructional goals.
• Collaborates with literacy coaches, interventionists, instructional coaches, and special education staff to improve literacy outcomes.
• Participates in collaborative planning and professional learning focused on improving literacy instruction and student achievement.

Professional Responsibilities

• Maintains current Georgia Professional Certification and fulfills all certification renewal requirements.
• Participates in ongoing professional learning aligned with district initiatives and instructional best practices.
• Implements district literacy initiatives and instructional practices aligned with the Georgia Early Literacy Act (HB 538).
• Participates in required professional learning related to evidence-based literacy instruction and dyslexia awareness.
• Applies current research and best practices in literacy instruction to improve student outcomes.
• Integrates instructional technology to enhance teaching and learning.
• Maintains accurate student records and required documentation.
• Maintains confidentiality of student information in accordance with FERPA and district procedures.
• Follows work scheduling and attendance requirements in a regular, predictable, and punctual manner.
• Ensures adherence to district safety procedures.
• Follows federal and state laws, Board policies, district procedures, and the Georgia Code of Ethics for Educators.
• Performs other duties as assigned.

WORK ENVIRONMENT & PHYSICAL REQUIREMENTS:

The usual and customary methods of performing the job's functions require the following physical demands: lifting, carrying, pushing, and/or pulling, stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity. Generally, the job requires 20% sitting, 40% walking, and 40% standing.  

CONTINUING EDUCATION/TRAINING:

• Maintains Georgia Professional Certification and fulfills all certification renewal requirements.
• Completes all professional learning required under the Georgia Early Literacy Act (HB 538), including Science of Reading training and any additional state-mandated literacy requirements.
• Participates in professional learning provided by the Georgia Department of Education (GaDOE), Regional Educational Service Agency (RESA), and district literacy initiatives.
• Maintains current knowledge of the Georgia Standards of Excellence, Science of Reading, structured literacy, dyslexia awareness, literacy assessment, MTSS, instructional technology, and evidence-based instructional practices.
• Completes required district training related to ethics, school safety, mandatory reporting, confidentiality, instructional technology, and student support services.

EVALUATION: 

Performance of this job will be evaluated in accordance with the provisions of the Teacher Keys Effectiveness System.  (TKES)

CLEARANCES: 

Criminal Justice Fingerprint 

Background Clearance

NONDISCRIMINATION NOTICE

The Social Circle City School District does not discriminate on the basis of race, color, national origin, religion, age, disability, or sex in its employment practices.  It is the policy of the Board of Education to comply fully with the requirements of Title VI, Title VII, Title IX, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA), the Age Discrimination in Employment Act (ADEA), and all accompanying regulations.