REPORTS TO: AIG Director

SUPERVISES: May coordinate and support the activities of AIG liaisons, teachers, and instructional support at the school level as their tasks relate to the AIG program plan.

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. To support the growth and development of our most academically advanced and gifted students in order to support personal and academic growth.

DUTIES AND RESPONSIBILITIES

District, AIG Lead Specialist

Qualifications/Education and Experience:

• Has a Professional License with an endorsement in Middle Grade or Secondary Education. A Master of Education or a related Master's Degree is preferred.
• Has a minimum of four years of teaching experience.
• Has demonstrated professional and personal characteristics for working effectively with students, school personnel, and community members.
• Certified in AIG or must be in pursuit of completing the Praxis to secure an endorsement in Gifted Education.

Nature of Work

The District AIG Lead Teacher works under the general supervision of the AIG Director and performs a variety of professional work to address the academic, intellectual, social, and emotional needs of all gifted learners. The District AIG Lead Teacher will serve as a Differentiation Specialist and act as teacher, leader, collaborator, and coordinator to ensure that high-quality, differentiated instruction is provided and that all students learn.

District-Level Responsibilities:

The minimum performance expectations include, but are not limited to, the following functions/tasks:

• 
  Implements the AIG Program as defined in the Cherokee County Schools Plan.
• Coordinates AIG referrals, screenings, and identifications for elementary, middle, and high school students
• Consults with principals, teachers, and the school MTSS team to develop and oversee appropriate academic programs and goals for AIG students.
• Oversees communication and reporting of goals to parents of AIG students.
• Develops comprehensive knowledge of the NCSCOS and current CCS curriculum to collaborate and consult with teachers to support and provide differentiated instruction in the classroom.
• Plans and provides professional learning for teachers in the areas of AIG identification and differentiation of instruction.
• Collects, organizes, manages, interprets, and uses data effectively to guide differentiated instruction in the school.
• Works collaboratively with AIG Liaisons and the AIG Director to coordinate and implement the AIG program.
• Models traits of efficacy, flexibility, consciousness, interdependence, craftsmanship, and positive relationships (including effective communication with others).
• Frequently participates in activities that foster personal learning and growth as an educator.
• Develops relationships with district, school, and local stakeholders and seeks out opportunities for AIG students and families; Shares noteworthy events and opportunities with the AIG Director.
• Organizes, prepares and attends key AIG events and stakeholder meetings
• Coordinates/disseminates routine surveys to program participants and stakeholders and serves on the AIG's Advisory Council.

School-Level Responsibilities:

• Provides scheduled AIG services for students in each assigned school
• Maintains regular communication with AIG students and families
• Establishes a published schedule to share with the AIG director and the school principal(s)
• Co-teaches, plans lessons, and shares instructional support with classroom teachers (Core Content focus)
• Maintains communication with principals, guidance counselors, and AIG liaisons concerning the needs of AIG students and AIG initiatives and programs
• Shares noteworthy events and coordinates a newsletter and social media presence for the AIG programs and activities
• Promotes state AIG opportunities and initiatives (Duke Tip program, Governor’s School, AIG/academic competitions, etc.)
• Plans and attends field trips and student events

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; creates lessons based on the North Carolina Standard Course of Study (NCSCOS); 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 a 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 repeating, cueing responses, or allowing more time or the question.

F. MAJOR FUNCTION: Facilitating Instruction

The teacher has an instructional plan which is compatible with the school and system-wide curricular goals; uses data-informed instructional practices and 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 an 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 fairly and equitably; interacts effectively with students, co-workers, parents, and the community.

H. MAJOR FUNCTION: Performing Non-Instructional Duties

The teacher carries out non-instructional duties as assigned and/or as needed or perceived; adheres to established laws, policies, rules, and regulations; develops and 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 various 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 the 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 a 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: The ability to record and deliver information, explain procedures, and follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages, including medical, legal, and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; add and subtract; multiply and divide; utilize decimals and percentages; and 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 various 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 emergencies.

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

KNOWLEDGE, SKILLS, AND ABILITIES

Ability to constantly monitor the safety and well-being of students, particularly when a 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 standard office machines.

Ability to maintain essential files and records.

Ability to understand and follow oral and written instructions.

Ability to establish and maintain effective working relationships as necessitated 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 for this job.