SUMMARY:
Provides activities to ensure delivery of articulated instruction for Gifted and Talented (GT) students. Works collaboratively with campus administrators and faculty on identification practices, instructional delivery, and advocacy for GT students. Serves as a resource and provides professional development and communication for parents, teachers, and community on GT student needs and curricular and service requirements. Assists in coordinating District compliance with local regulations and state mandates outlined in the Texas State Plan for the Education of Gifted/Talented Students.
The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties and responsibilities noted herein, however, this list represents examples only, and is not a comprehensive listing of all functions and tasks performed by positions found in this job description.
• Model KISD core organizational beliefs and values; perform duties effectively and efficiently for the purpose of supporting and contributing to high student achievement.
• Provide program support and service delivery; communicate effectively within and across teams and participate in cross-functional work groups.
• Maintain a commitment to the District mission; model District expectations through personal leadership and actively support the efforts of others to achieve District goals.
MAJOR RESPONSIBILITIES AND DUTIES
Instructional Strategies
• Establish campus decision-making committee (Admit, Review, and Exit (ARE) Committee) to determine appropriate services for students.
• Organize and administer qualitative and quantitative instruments to identify students with gifts, talents, and advanced academic needs at all grade levels; communicate results to decision-making ARE Committee.
• Develop and maintain a positive classroom environment conducive to effective learning and appropriate for the development of gifted and talented students.
• Provide students identified as GT with appropriate learning activities and experiences to maximize their potential for intellectual, social, and emotional growth.
• Develop, revise, and implement GT Curriculum for pull-out program that activates curiosity, extends the core-content curriculum, and engages natural gifts and talents of identified gifted learners; design opportunities for students to develop sophisticated products and/or performances.
• Assist teachers in modifying the depth, complexity, and pacing of the grade level curriculum, provide curricular extensions, and facilitate supplemental, supportive activities for GT students and advanced learners.
• Participate in developing on-going, research-supported professional development that addresses the foundations of gifted education, characteristics of students with gifts and talents, assessment of giftedness, curriculum planning and instruction, learning environments, and academic programming.
Student Growth and Development
• Conduct ongoing assessment of student achievement through formal and informal testing.
• Consult District and outside resource individuals regarding education, social, medical, and personal needs of students.
• Be a positive role model for students.
Classroom Management and Organization
• Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
• Manage student behavior in accordance with Student Code of Conduct and student handbook.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Assist in selecting books, equipment, and other instructional materials.
• Compile, maintain, and file all reports, records, and other documents required.
Communication
• Provide and communicate an array of learning opportunities to GT students, parents, and community via multiple media.
• Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members.
Professional Growth and Development
• Participate in staff development activities to improve job-related skills.
• Comply with State, District, and school regulations and policies for classroom teachers.
• Attend and participate in faculty meetings and serve on staff committees as required.
Other
• Maintain confidentiality.
• Develop and maintain systems for retrieval of information in support of all programs; compile, maintain, file, and secure all physical and computerized reports, records, and other required documents.
• Pursue Professional Development activities for self and assigned staff; ensure that Professional Development activities are aligned with District goals and initiatives and current professional research.
• Comply with all policies, operating procedures, legal requirements, and verbal and written directives.
• Comply with the Professional Code of Ethics and Standard Practices for Texas Educators.
• Follow District safety protocols and emergency procedures.
• Perform other related duties as assigned.
QUALIFICATIONS:
Education/Certification:
• Bachelor’s degree from an accredited university
• Valid Texas Teaching Certificate with required endorsements or related training and work experience for certification waivers under the District of Innovation Plan (DOI)
• Valid Texas Gifted & Talented Supplemental Certification
Experience:
• Three (3) years successful teaching experience in general education, core-content classroom
• Three (3) years successful teaching experience with gifted and/or advanced students (Gifted/Talented cluster, AP/Pre-AP, IB/MYP, magnet) (preferred)
• Successful experience planning and delivering professional development (preferred)
• Experience with administration of assessments and interpretation of assessment data (preferred)
SPECIAL KNOWLEGDGE/SKILLS/ABILITIES:
• Knowledge of program expectations and mandates for student assessment, service design, curriculum and instruction, professional development, and family/community involvement outlined by the Texas State Plan for the Education of Gifted/Talented Students
• Thorough knowledge and understanding of academic, social, and emotional needs of gifted and talented students and advanced learners
• Skill in interpreting and communicating policy, procedures, and data
• Skill in researching effective instructional materials and evaluating curricular program
• Ability to effectively coordinate and deliver campus and district professional development
• Effective organizational, communication, and interpersonal skills
• Skill in regularly utilizing technology for purposes of communication, organization, and instruction
SUPERVISORY RESPONSIBILITES:
• None
MENTAL/PHYSICAL DEMANDS AND ENVIRONMENTAL FACTORS:
Tools/Equipment Used:
• Personal computer, phone systems, video/instructional equipment, and peripherals
Posture:
• Prolonged sitting and standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion:
• Frequent walking; repetitive computer work with frequent use of hands and wrists
Lifting:
• Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment
Environment:
• Work to be completed on-site from assigned school or building; regular exposure to noise and computer monitors
• No remote work
• Frequent districtwide travel; occasional statewide travel
Mental Demands:
• Work with frequent interruptions; maintain emotional control under stress work; prolonged or irregular hours
INTENT AND ACKNOWLEDGEMENT:
This description is intended to indicate the kinds of tasks and levels of work difficulty required of positions given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be. It is not intended to limit or any way modify the right of any supervisor to assign, direct and control the work of employees under supervision. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.