Computer teacher job description

Applications for a computer and yearbook teacher are now being accepted for the 2022-2023 school year. We are searching for an enthusiastic computer teacher to promote real world technology skills among our students. In this position, you will be required to craft and present lessons, develop teaching material, and work with our SMA staff, students, and parents. The computer teacher will ensure that equipment remains in excellent working condition.

Our ideal candidate will be able to instruct students in a variety of computer skills from Microsoft Office, yearbook to computer maintenance and repair.
Job Responsibilities:

Planning lessons and activities that facilitate students' acquisition of basic and advanced computer skills. Instructing in a manner that develops students' confidence in their abilities. Observing and managing classroom dynamics. Designing and grading projects, quizzes, and examinations. Tracking and communicating students' advancement throughout the course. Downloading important software updates and maintaining hardware. Attending parent-teacher and faculty conferences. Work collegially with others. Serve as a role model for students. Observe policies, procedures, and directives from school administration. Keep student management system up-to-date with grades and lesson plans (FACTS).


Specific Benefits:

•Class sizes are small

•Students are highly motivated

•Opportunity to work with international students

•Teaching schedule follows the school calendar for holidays

Compensation: Determined by experience

Start Date: August 2021

Requirements


Bachelor's degree in Computer Science, Computer Engineering, Instructional Technology or related discipline. Teaching certification preferred. Prior experience as a Computer Teacher preferred. Excellent presentation abilities. Strong written and administrative skills. Nurturing, adaptable approach to instructing. Passionate about fostering computer literacy and academic excellence.

This is an onsite role reporting to 1515 Webster Street in Oakland. Envision Education's vaccination policy asks that all instructional candidates are fully vaccinated. Currently all staff are asked to wear masks while in school.
WHO WE ARE:

The mission of Envision Education is to transform the lives of students - especially those who will be the first in their family to attend college - by preparing them for success in college, career, and life. We accomplish our mission through our nationally replicated Portfolio Defense assessment model, which authentically measures the most important things students need in order to succeed in college and career: academic content, leadership skills, and deeper learning competencies such as reflection and growth mindset. Portfolio Defense uniquely prepares students, particularly those who are historically underserved, to get into college and then to persist until they earn a degree. Envision is also differentiated by a focus on whole-child education that integrates rigorous academics, high-quality social-emotional learning, and critical cultural literacy. Read about our approach here.

We operate three high schools and two middle schools, serving approximately 1,500 students in the San Francisco Bay Area: 70% are low-income; 94% from communities of color; and 75% first generation college bound. 100% of our graduates are accepted to 2- or 4-year colleges, with 78% accepted to 4-year institutions. What's more, our students persist in college once they enroll. Our college persistence rate is 87% from first to second year, compared to the national average of 74%. We also operate Envision Learning Partners, a coaching and training division working with schools across the country to adapt and adopt the Portfolio Defense model. ELP is working with more than 1,000 educators in 30+ school networks and reaching more than 200,000 students.

Envision Education has made an explicit commitment to becoming an exemplar network of schools with an instructional and cultural vision rooted in an anti-racist and pro-Black framework. We believe that targeted universalism-focusing on the needs of a group that has historically been marginalized-will support not only that group, but everyone, and that being explicitly anti-racist and pro-Black is essential to changing the status quo for all of our students.

RESPONSIBILITIES:

Instruction

* Create lesson and unit plans aligned to CCSS and high-quality performance assessments
* Empower students with a sense of agency as they build problem solving skills to enter high school ready for success.
* Leverage student-facing data, technology, and web-based programs to guide students in their own learning.
* Apply strategies with frequent data-cycles to improve student outcomes and help students identify their next area of growth.
* Collaborate in grade level and department teams.

Culture

* Serve as an advisor and teach daily advisory curriculum for a small group of students
* Teach school-wide curriculum focused on adolescent development, team building, growth mindset, social-emotional learning, and brain science
* Reflect frequently with students to prepare evidence for presentations of learning.
* Know their students well, develop a strong sense of community in the classroom, and personalize each student's learning experience
* Build strong relationships with families, including meeting with families on a scheduled basis to share information about their students and the school.

QUALIFICATIONS:

* B.A. or B.S. required
* Valid California Teaching Credential or out of state equivalent with ability to transfer required.
* English Language Learner authorization or in process
* Experience delivering strong data-driven instruction to achieve significant student academic achievement gains
* Receptiveness to feedback and desire to continuously improve instruction in service of student academic outcomes
* Experience working successfully with parents and families, especially African American, Latino, and immigrant families
* Commitment to the mission of Envision Education

COMPENSATION & BENEFITS:

* Competitive based on credential, education, and experience.
* Certified computer teachers for SY 22-23 are also eligible for up to $7,500 in bonus opportunities.

* Paid sick leave
* Retirement system from STRS
* Excellent health benefits package with employer contribution to benefits
* Optional Flexible Benefits Plan
* 403b Plan
* Commuter Check Plans
* Life Insurance at no cost to employee

As an equal opportunity employer, we believe deeply in diversity and are committed to creating an inclusive environment for all people. Envision recruits, employs, compensates, and promotes regardless of race, religion, color, national origin, gender, disability, age, veteran status, and the many other characteristics that make us diverse.

REPORTS TO
:
Principal


SUPERVISES
:
May coordinate and direct the activities of teacher assistants.


PURPOSE
:
To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.


DUTIES AND RESPONSIBILITIES


A.
MAJOR FUNCTION
:
Management of Instructional Time

The teacher has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.

B.
MAJOR FUNCTION
:
Management of Student Behavior

The teacher has established a set of rules and procedures that govern the handling of routine administrative matters; has established a set of rules and procedures that govern student verbal participation and talk during different types of activities-whole-class instruction, small group instruction, etc.; has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non- instructional activities; frequently monitors the behavior of all students during whole-class, small group, and seat work activities and during transitions between instructional activities; stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.

C.
MAJOR FUNCTION
:
Instructional Presentation

The teacher begins lesson or instructional activity with a review of previous materials; introduces the lesson or instructional activity and specific learning objectives when appropriate; speaks fluently and precisely; presents the lesson or instructional activity using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate concepts and skills; assigns tasks that students handle with a high rate of success; asks appropriate levels of questions that students handle with a high rate of success; conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns; makes transitions between lessons and between instructional activities within lessons efficiently and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.

GCS, Rev. 2/06

D.
MAJOR FUNCTION
:
Instructional Monitoring of Student Performance

The teacher maintains clear, firm and reasonable work standards and due dates; circulates during class work to check all students' performance; routinely uses oral, written, and other work products to check student progress; poses questions clearly and one at a time.

E.
MAJOR FUNCTION
:
Instructional Feedback

The teacher provides feedback on the correctness or incorrectness of in-class work to encourage student growth; regularly provides prompt feedback on assigned out-of-class work; affirms a correct oral response appropriately, and moves on; provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time.

F.
MAJOR FUNCTION
:
Facilitating Instruction

The teacher has an instructional plan which is compatible with the school and system- wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program.

G.
MAJOR FUNCTION
:
Interacting Within the Educational Environment

The teacher treats all students in a fair and equitable manner; interacts effectively with students, co-workers, parents, and community.

H.
MAJOR FUNCTION
:
Performing Non-Instructional Duties

The teacher carries out non-instructional duties as assigned and/or as need is perceived; adheres to established laws, policies, rules, and regulations; follows a plan for professional development and demonstrates evidence of growth.


ADDITIONAL JOB FUNCTIONS


Performs other related work as required.


MINIMUM TRAINING AND EXPERIENCE


Degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.


MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS



Physical Requirements
:
Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.


Data Conception
:
Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.


Interpersonal Communication
:
Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.


Language Ability
:
Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.


Intelligence
:
Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.


Verbal Aptitude
:
Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology.


Numerical Aptitude
:
Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.


Form/Spatial Aptitude
:
Requires the ability to inspect items for proper length, width and shape.


Motor Coordination
:
Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.


Manual Dexterity
:
Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.


Color Discrimination
:
Requires the ability to differentiate between colors and shades of color.


Interpersonal Temperament
:
Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.


Physical Communication
:
Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.


KNOWLEDGE, SKILLS AND ABILITIES


Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.

Ability to motivate students.

Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.

Ability to maintain order and discipline in a classroom. Ability to operate common office machines.

Ability to maintain basic files and records.

Ability to understand and follow oral and written instructions.

Ability to establish and maintain effective working relationships as necessitates by work assignments.


DISCLAIMER


The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.