QUALIFICATIONS

Education/Licensure:

1. Bachelor's degree
2. Valid Teaching license preferred
3. Current first aid, cardiopulmonary resuscitation (CPR), and automated external defibrillator (AED) certificate
4. Clear and valid Tennessee commercial driver's license with Passenger (P) and School Bus (S) endorsements (optional)

Special Knowledge/Skills:

1. Knowledge of coaching techniques and procedures
2. Knowledge of Tennessee Secondary School Athletic Association (TSSAA) and Tennessee Middle School Athletic Association (TMSAA) rules
3. Ability to instruct and supervise student athletes
4. Ability to pass U.S. Department of Transportation alcohol and drug tests and annual physical (If bus driving duties are required)
5. Excellent organizational, communication, and interpersonal skills

Experience:

1 year of experience as coach or participant in sport assigned

REPORTS TO

Principal and Athletic and Activities Director

JOB GOAL

To provide instruction and coach students to develop skills and ability to excel in assigned sport(s). Contribute to the education program as a whole and to gthe growth of students involved in athletics. 

ESSENTIAL FUNCTIONS

Instruction

1. Use a variety of instructional techniques and media to meet the needs and improve the abilities of student athletes in the sport assigned. 

2. Manage and supervise athletic activities, contests, and practice sessions to promote individual growth in athletic skills, teamwork, and good sportsmanship. 

3. Work with other members of school staff to plan and implement instructional goals and objectives to ensure the overall educational development of student athletes. 

Program Management

1. Establish performance criteria for competition and evaluate students' athletic abilities initially and on a regular basis. 

2. Model performance criteria and physical movements required for successful student performance of sport. 

3. Take all necessary precautions to protect student athletes, equipment, materials, and facilities.

4. Work with the athletic and activities director to schedule competitions and plan season activities including practices, special events, and tournaments. 

5. Coordinate with the transportation department for travel arrangements to out-of-town events (Drive bus to transport students to out-of-district competitions [optional]).

6. Ensure compliance with all TSSAA and TMSAA rules.

7. Monitor and enforce student eligibility criteria for extracurricular participation. 

8. Develop and coordinate a continuing evaluation of the coaching program and make changes based on findings.

Student Management

1. Accompany and supervise student athletes during athletic competitions in assigned sports both at-home and on out-of-town trips.
2. Instruct and advise students on NCAA regulations with regard to academic requirements for scholarships and recruiting practices.
3. Apply and enforce student discipline during athletic contests, practice sessions, and while on trips off school property in accordance with Student Code of Conduct and student handbook.
4. Encourage, by example and through instruction, sportsmanlike conduct in all phases of athletic participation.

Communication

1. Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.

Administration

1. Assist in selection of equipment and instructional materials.
2. Compile, maintain, and file all budgets, reports, records, and other documents required.
3. Initiate and approve purchase orders and bids in accordance with budgetary limitations and district policies.
4. Oversee the process of cleaning, repairing, and storing all campus athletic equipment and maintain a current inventory of all equipment and fixed assets within the program.
5. Follow district safety protocols and emergency procedures.
6. Other duties as assigned by the school principal.

Supervisory

1. Assign and oversee completion of the work of assistant coaches and student athletic assistants.

Mental Demands/Physical Demands/Environmental Factors

Tools/Equipment Used: Athletic equipment, standard office equipment including computer and peripherals, and other instructional equipment; automated external defibrillator (AED); operate school bus

Posture:          Prolonged standing; kneeling, squatting, bending, and stooping; frequent driving; moderate grasping/squeezing, wrist flexion/extension, and reaching

Pushing and/or pulling

1. Climbing

2. Stooping and/or kneeling

3. Reaching

4. Talking

5. Hearing 

6. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to dealing with students

4. Adaptability to make generalizations, evaluations, or decision based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to understand instructions and underlying principals and ability to reason and make judgments

2. Verbal: Ability to understand meanings of works and the ideas associated with them

3. Numerical: Ability to perform arithmetic operations quickly and accurately

4. Manual Dexterity: Ability to move the hands easily and manipulate small objects with the fingers

5. Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures

6. Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades of other values of the same color 

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned. 

QUALIFICATIONS

Completes annual training requirements based on current Federal standards                                                                         

REPORTS TO

Nutrition Manager

JOB GOAL

Works in a safe, sanitary, and time efficient manner to produce meals for students and completes duties as assigned by the manager.

ESSENTIAL FUNCTIONS

1. Cups all fruit/desserts on menu for the day

2. Assists with salad bar preparation

3. Assists with wrapping meats/sandwiches on menu for the day

4. Assists with preparation of breakfast items for the next day

5. Monitors lunch line during lunch service and serves when needed

6. Assists with replenishing food as needed on the line

7. Works in dishroom as scheduled

8. Cleans up assigned work area:  sweeps, mops, wipes down work tables

9. Other duties as assigned by manager

PHYSICAL DEMANDS

Must be able to lift 40 pounds without assistance and on occasion repetitively.  Work in a fast paced environment and stand for extended periods of time. Other physical demands that may be required are as follows:

1. Talking

2. Hearing

3. Seeing

4. Walking

5. Pushing

6. Pulling

7. Carrying

8. Stooping

9. Kneeling

10. Bending

11. Reaching

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility of the direction, control or planning of an activity

3. Adaptability to deal with people beyond giving and receiving instruction

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to “catch on” or understand instructions and underlying principles and ability to reason and make judgments

2. Verbal: Ability to understand meanings of words and the ideas associated with them

3. Numerical: Ability to perform arithmetic operations quickly and accurately

4. Data Perceptions: Ability to understand and interpret information which may be presented in the form of graphs, charts, or tables

WORK CONDITIONS

Normal working environment and moderate exposure to extreme temperature changes

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of the personnel so assigned.                                                                                     

TITLE                  NUTRITION TECHNICIAN Part-Time (up to 5.5 Hours Daily)

QUALIFICATIONS

Completes annual training requirements based on current Federal standards

REPORTS TO

Nutrition Manager

JOB GOAL

Works in a safe, sanitary, and time efficient manner to produce meals for students and completes duties as assigned by the manager.

ESSENTIAL FUNCTIONS

1. Cups all fruit/desserts on menu for the day

2. Assists with salad bar preparation

3. Assists with wrapping meats/sandwiches on menu for the day

4. Assists with preparation of breakfast items for the next day

5. Monitors lunch line during lunch service and serves when needed

6. Assists with replenishing food as needed on the line

7. Works in dishroom as scheduled

8. Cleans up assigned work area:  sweeps, mops, wipes down work tables

9. Other duties as assigned by manager

PHYSICAL DEMANDS

Must be able to lift 40 pounds without assistance and on occasion repetitively.  Work in a fast paced environment and stand for extended periods of time. Other physical demands that may be required are as follows:

1. Talking

2. Hearing

3. Seeing

4. Walking

5. Pushing

6. Pulling

7. Carrying

8. Stooping

9. Kneeling

10. Bending

11. Reaching

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility of the direction, control or planning of an activity

3. Adaptability to deal with people beyond giving and receiving instruction

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to “catch on” or understand instructions and underlying principles and ability to reason and make judgments

2. Verbal: Ability to understand meanings of words and the ideas associated with them

3. Numerical: Ability to perform arithmetic operations quickly and accurately

4. Data Perceptions: Ability to understand and interpret information which may be presented in the form of graphs, charts, or tables

WORK CONDITIONS

Normal working environment and moderate exposure to extreme temperature changes

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of the personnel so assigned.                                                                                      

QUALIFICATIONS

1. Meets the Federal Every Student Succeeds Act (ESSA) qualifications including an associate’s degree or 48 hours of college credit or have passed the ParaProfessional Praxis test
2. Meets the health and physical qualifications

REPORTS TO

Principal

JOB GOAL

To provide assistance to teachers and help students become proficient in reading and/or mathematics.

ESSENTIAL FUNCTIONS

1. Provides small group and/or individual instruction in reading and/or mathematics in grades K-8

2. Writes lesson plans for small group reading instruction

3. Delivers lesson plans according to specified techniques

4. Administers screening and survey-level assessments under the guidance of the Response to Intervention Facilitator

5. Administers running records under the guidance of the Instructional Facilitator

6. Keeps accurate records of student work, attendance, and intervention

7. Works with Response to Intervention Facilitator to monitor student progress

8. Manages the behavior of a small group of students

9. Uses personal computers and/or tablets and software applications for determining and monitoring student progress

10. Attends training as needed

11. Performs other work-related duties as assigned by the Principal 

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary grades, with frequent lifting and/or carrying of objects weighing up to 25 lbs., or more.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping, kneeling and/or crawling

4. Reaching

5. Talking

6. Hearing

7. Seeing

VOCATIONAL PREPARATION

The required vocation preparation may come from any of the following:

1. Vocational education

2. Apprentice training

3. On-the-job training

4. Essential experience in other jobs

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to dealing with students

3. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to “catch on” or understand instructions and underlying principles and ability to reason and make judgments

2. Verbal: Ability to understand meanings of works and the ideas associated with them

3. Color Discrimination: Ability to perceive or recognize similarities of differences in colors or shades or other values of the same color

4. Form Perception: Ability to make visual comparisons and discriminations and see slight differences in shapes and shading of figures

5. Manual Dexterity: Ability to move the hands easily and skillfully

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of the principal so assigned.

QUALIFICATIONS

1. CDL class B license with AB, P and S endorsements
2. Annual DOT physical examination
3. High school diploma or general equivalency diploma
4. Meets health and physical requirements; pass DOT Drug Screen
5. Meets requirements in accordance with Tennessee state law, rules and regulations
6. Vocational preparation may include: vocational education, apprentice training, on-the-job training, and essential experience

REPORTS TO

Director of Operations

JOB GOAL

To safely transport students over specified routes to and from Cleveland City Schools.

ESSENTIAL FUNCTIONS

1. Be familiar with and abides by all local, state, or federal traffic laws, rules and regulations
2. Transports students over specified routes according to a time schedule
3. Promotes safety when students are on the bus and reports any student misconduct to the school administration through the use of conduct procedures
4. Performs daily mechanical checks on oil, gas, tires, lights, doors, and performs pre-trip as well as  post-trip inspections
5. Reports needed repairs to the transportation office
6. Cleans his/her bus each day as needed to keep it in a neat and safe condition
7. Reports all accidents promptly and completes required reports
8. Transports only authorized students and/or personnel of Cleveland City Schools
9. Assumes responsibility for knowing and following the safety rules and proper procedures associated with the responsibilities of the job
10. Checks the bus at the end of every run to ensure that all students have left the bus
11. Shall not use profanity or tobacco in any form on Cleveland City School property
12. Performs other duties as assigned in a prompt and professional manner

Exemption Status 

Exempt/Professional

Reports to

Principal and Athletic Director

Dept./School

Assigned Athletic Campus

Primary Purpose

Provide instruction and coach students to develop skills and ability to excel in assigned sport(s). Contribute to the education program as a whole and to the growth of students involved in athletics.

Qualifications

Education/Licensure

1. Bachelor’s degree
2. Valid Tennessee teaching license preferred
3. Current first aid, cardiopulmonary resuscitation (CPR), and automated external defibrillator (AED) certificate
4. Clear and valid Tennessee commercial driver’s license with Passenger (P) and School Bus (S) endorsements (optional)

Special Knowledge/Skills

1. Knowledge of coaching techniques and procedures
2. Knowledge of Tennessee Secondary School Athletic Association (TSSAA) and Tennessee Middle School Athletic Association (TMSAA) rules
3. Ability to instruct and supervise student athletes
4. Ability to pass U.S. Department of Transportation alcohol and drug tests and annual physical (if bus driving duties are required)
5. Excellent organizational, communication, and interpersonal skills

Experience

1 years of experience as coach or participant in sport assigned

Major Responsibilities and Duties

Instruction

1. Use a variety of instructional techniques and media to meet the needs and improve the abilities of student athletes in the sport assigned.

2. Manage and supervise athletic activities, contests, and practice sessions to promote individual growth in athletic skills, teamwork, and good sportsmanship.

3. Work with other members of school staff to plan and implement instructional goals and objectives to ensure the overall educational development of student athletes.

Program Management

1. Establish performance criteria for competition and evaluate students’ athletic abilities initially and on a regular basis. 

2. Model performance criteria and physical movements required for successful student performance of sport.

3. Take all necessary precautions to protect student athletes, equipment, materials, and facilities.

4. Work with the athletic director to schedule competitions and plan season activities including practices, special events, and tournaments.

5. Coordinate with the transportation department for travel arrangements to out-of-town events. (Drive bus to transport students to out-of-district competitions (optional)).

6. Ensure compliance with all TSSAA and TMSAA rules.

7. Monitor and enforce student eligibility criteria for extracurricular participation.

8. Develop and coordinate a continuing evaluation of the coaching program and make changes based on findings.

Student Management

1. Accompany and supervise student athletes during athletic competitions in assigned sports both at-home and on out-of-town trips.

2. Instruct and advise students on NCAA regulations with regard to academic requirements for scholarships and recruiting practices.

3. Apply and enforce student discipline during athletic contests, practice sessions, and while on trips off school property in accordance with Student Code of Conduct and student handbook.

4. Encourage, by example and through instruction, sportsmanlike conduct in all phases of athletic participation.

Communication

Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.

Administration

1. Assist in selection of equipment and instructional materials.

2. Compile, maintain, and file all budgets, reports, records, and other documents required.

3. Initiate and approve purchase orders and bids in accordance with budgetary limitations and district policies.

4. Oversee the process of cleaning, repairing, and storing all campus athletic equipment and maintain a current inventory of all equipment and fixed assets within the program.

5. Follow district safety protocols and emergency procedures.

6. Other duties as assigned by the school principal.

Supervisory Responsibilities

Assign and oversee completion of the work of assistant coaches and student athletic assistants.

Mental Demands/Physical Demands/Environmental Factors

Tools/Equipment Used 

1. Athletic equipment
2. Standard office equipment including computer and peripherals
3. Other instructional equipment; automated external defibrillator (AED); operate school bus

Posture

Prolonged standing; kneeling, squatting, bending, and stooping; frequent driving; moderate grasping/squeezing, wrist flexion/extension, and reaching

Motion

Frequent walking and physical movements associated with sport(s) assigned

Lifting

Frequently light lifting (less than 15 pounds); occasional moderate lifting or carrying (15-44 pounds)

Environment

Work outside (exposure to sun, heat, cold, and inclement weather) and inside; frequent exposure to noise; frequent district wide and statewide travel; frequent prolonged and irregular hours; moderate exposure to vehicle fumes and work around moving vehicles

Mental Demands

Maintain emotional control under stress

QUALIFICATIONS

1. Valid Tennessee teacher’s license with appropriate endorsement

2. Strong written, verbal, presentation and interpersonal skills

3. Meets health and physical requirements

4. FLSA exempt

REPORTS TO

Building Level Principal

JOB GOAL

To teach one or more subjects to students and lead them toward the fulfillment of their potential for intellectual, emotional, and psychological growth and maturation.

ESSENTIAL FUNCTIONS

1. Instructs students in subject matter, using various teaching methods, and uses technology and other materials to enhance presentation

2. Prepares teaching outline for course of study in conjunction with current state standards, and appropriate feedback for homework assignments

3. Administers tests to evaluate progress, records results, and issues reports to inform parents of students’ progress

4. Keeps accurate attendance records

5. Maintains discipline in classroom and during extended learning opportunities

6. Participates in faculty and professional meetings, educational conferences, and teacher training workshops

7. Encourages students to maintain standards of classroom behavior

8. Prepares for class and shows evidence of preparation upon request of immediate supervisor

9. Is available to students and parents for education-related purposes outside the instructional day

10. Assists in upholding and enforcing school rules, board policies and administrative regulations

11. Develops and maintains a classroom conducive to learning

12. Meets and instructs assigned classes in the locations and at the times designated

13. Represents the school and the community in a positive manner

14. Performs other work-related duties as assigned by administration

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 25 lbs., with frequent lifting and/or carrying of object weighing up to 10 lbs. Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping and/or kneeling

4. Reaching

5. Talking

6. Hearing 

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to dealing with students

4. Adaptability to make generalizations, evaluations, or decision based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to understand instructions and underlying principals and ability to reason and make judgments

2. Verbal: Ability to understand meanings of works and the ideas associated with them

3. Numerical: Ability to perform arithmetic operations quickly and accurately

4. Manual Dexterity: Ability to move the hands easily and manipulate small objects with the fingers

5. Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures

6. Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades of other values of the same color 

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned. 

Exemption Status 

Exempt/Professional

Reports to

Principal and Athletic Director

Dept./School

Assigned Athletic Campus

Primary Purpose

Provide instruction and coach students to develop skills and ability to excel in assigned sport(s). Contribute to the education program as a whole and to the growth of students involved in athletics.

Qualifications

Education/Licensure

1. Bachelor’s degree
2. Valid Tennessee teaching license preferred
3. Current first aid, cardiopulmonary resuscitation (CPR), and automated external defibrillator (AED) certificate
4. Clear and valid Tennessee commercial driver’s license with Passenger (P) and School Bus (S) endorsements (optional)

Special Knowledge/Skills

1. Knowledge of coaching techniques and procedures
2. Knowledge of Tennessee Secondary School Athletic Association (TSSAA) and Tennessee Middle School Athletic Association (TMSAA) rules
3. Ability to instruct and supervise student athletes
4. Ability to pass U.S. Department of Transportation alcohol and drug tests and annual physical (if bus driving duties are required)
5. Excellent organizational, communication, and interpersonal skills

Experience

1 years of experience as coach or participant in sport assigned

Major Responsibilities and Duties

Instruction

1. Use a variety of instructional techniques and media to meet the needs and improve the abilities of student athletes in the sport assigned.

2. Manage and supervise athletic activities, contests, and practice sessions to promote individual growth in athletic skills, teamwork, and good sportsmanship.

3. Work with other members of school staff to plan and implement instructional goals and objectives to ensure the overall educational development of student athletes.

Program Management

1. Establish performance criteria for competition and evaluate students’ athletic abilities initially and on a regular basis. 

2. Model performance criteria and physical movements required for successful student performance of sport.

3. Take all necessary precautions to protect student athletes, equipment, materials, and facilities.

4. Work with the athletic director to schedule competitions and plan season activities including practices, special events, and tournaments.

5. Coordinate with the transportation department for travel arrangements to out-of-town events. (Drive bus to transport students to out-of-district competitions (optional)).

6. Ensure compliance with all TSSAA and TMSAA rules.

7. Monitor and enforce student eligibility criteria for extracurricular participation.

8. Develop and coordinate a continuing evaluation of the coaching program and make changes based on findings.

Student Management

1. Accompany and supervise student athletes during athletic competitions in assigned sports both at-home and on out-of-town trips.

2. Instruct and advise students on NCAA regulations with regard to academic requirements for scholarships and recruiting practices.

3. Apply and enforce student discipline during athletic contests, practice sessions, and while on trips off school property in accordance with Student Code of Conduct and student handbook.

4. Encourage, by example and through instruction, sportsmanlike conduct in all phases of athletic participation.

Communication

Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.

Administration

1. Assist in selection of equipment and instructional materials.

2. Compile, maintain, and file all budgets, reports, records, and other documents required.

3. Initiate and approve purchase orders and bids in accordance with budgetary limitations and district policies.

4. Oversee the process of cleaning, repairing, and storing all campus athletic equipment and maintain a current inventory of all equipment and fixed assets within the program.

5. Follow district safety protocols and emergency procedures.

6. Other duties as assigned by the school principal.

Supervisory Responsibilities

Assign and oversee completion of the work of assistant coaches and student athletic assistants.

Mental Demands/Physical Demands/Environmental Factors

Tools/Equipment Used 

1. Athletic equipment
2. Standard office equipment including computer and peripherals
3. Other instructional equipment; automated external defibrillator (AED); operate school bus

Posture

Prolonged standing; kneeling, squatting, bending, and stooping; frequent driving; moderate grasping/squeezing, wrist flexion/extension, and reaching

Motion

Frequent walking and physical movements associated with sport(s) assigned

Lifting

Frequently light lifting (less than 15 pounds); occasional moderate lifting or carrying (15-44 pounds)

Environment

Work outside (exposure to sun, heat, cold, and inclement weather) and inside; frequent exposure to noise; frequent district wide and statewide travel; frequent prolonged and irregular hours; moderate exposure to vehicle fumes and work around moving vehicles

Mental Demands

Maintain emotional control under stress

TITLE                      SCHOOL COUNSELOR - SECONDARY

QUALIFICATIONS

1. Valid Tennessee teacher’s license with appropriate endorsement
2. Administrative or supervisory experience in accordance with state law and State Board Rules and Regulations, based on the minimum of a master’s degree
3. Meets health and physical requirements
4. Such alternatives to the qualifications as the Director may find appropriate
5. FLSA exempt

REPORTS TO

Principal

JOB GOAL

To help students overcome problems that impede learning and to assist them in making education, occupational, and life plans.

School counselors should possess the knowledge, abilities, skills and attitudes necessary to plan,

organize, implement and evaluate a comprehensive, developmental, results-based school counseling 

program that aligns with the ASCA National Model.

ESSENTIAL FUNCTIONS

1. Registers students new to the school and orients them to school procedures

2. Aids students in course and subject selections

3. Maintains student records and protects their confidentiality

4. Works to resolve students’ educational benefits

5. Works to discover and develop special abilities of students

6. Works to prevent students from dropping out of school

7. Provides student information to colleges and potential employers according to provisions of the Board’s policy on student records

8. Makes recommendations to colleges for admission and scholarships

9. Guides students in their participation in school and community activities

10. Plans field trips to schools, colleges, and industry for interested students

11. Obtains and disseminates occupational information to students and to classes studying occupations

12. Helps students evaluate career interests and choices

13. Organizes activities that promote “College and Career Ready” awareness

14. Works with students on an individual basis in the solution of personal problems related to such problems as home and family relations, health, and emotional adjustment

15. Provides counseling to students who are referred as having problems in attendance, retention, discipline, and pre-delinquency

16. Confers with parents whenever necessary

17. Provides in-service training in guidance for teachers and student teachers

18. Advises administrators and faculty on the matters of student behavior

19. Coordinates building level S-Team meetings

20. Conducts ADHD evaluations when requested

21. Serves as building level 504 Coordinator

22. Serves as building level “Students in Transition” Liaison

23. Assists with state testing

24. Assists in the orientation of new faculty members

25. Performs other duties as assigned by the Principal

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 10 lbs. Other physical demands that may be required are as follows:

1. Kneeling

2. Talking

3. Hearing

4. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to deal with students

4. Adaptability to make generalizations, evaluations, or decision based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to understand instructions and underlying principals, ability to reason and make judgments

2. Verbal:  Ability to understand meanings of works and the ideas associated with them

3. Numerical:  Ability to perform arithmetic operations quickly and accurately

4. Data Perception:  Ability to understand and interpret information which may be presented in the form of graphs, charts, or tables

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned. 

QUALIFICATIONS

1. Meets the Federal Every Student Succeeds Act (ESSA) qualifications including an associate’s degree or 48 hours of college credit or have passed the ParaProfessional Praxis test
2. May be employed on a part time or full time basis
3. Meets the health and physical qualifications

REPORTS TO

Principal

JOB GOAL

To provide assistance to teachers, administrative assistants, and clerical personnel when needed.

ESSENTIAL FUNCTIONS

1. Administers, scores, and records such achievement and diagnostic tests as the teacher recommends for individual students

2. Facilitates student interventions with the guidance and support of a classroom teacher

3. Operates and cares for equipment used in the classroom for instructional purposes

4. Distributes and collects technology, workbooks, papers, and other materials for instruction

5. Assists with the supervision of students during emergency drills, assemblies, play periods, and field trips

6. Checks notebooks, corrects papers, and supervises testing and makeup work as assigned by the teacher

7. Works with individual students or small groups of students to reinforce learning of material or skills

8. Assumes responsibility for knowing and following the safety rules and proper procedures associated with the responsibilities of the job

9. Checks and records attendance

10. Arranges bulletin boards

11. Types and duplicates tests, worksheets, and supplementary materials

12. Assists in supervising the children in lunchroom, playground, and bus loading

13. Assists the teacher in assimilating materials for class displays

14. Performs other duties as assigned 

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary grades, with frequent lifting and/or carrying of objects weighing up to 25 lbs., or more.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping, kneeling and/or crawling

4. Reaching

5. Talking

6. Hearing

7. Seeing

VOCATIONAL PREPARATION

The required vocation preparation may come from any of the following:

1. Vocational education

2. Apprentice training

3. On-the-job training

4. Essential experience in other jobs

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to dealing with students

3. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to “catch on” or understand instructions and underlying principles and ability to reason and make judgments

2. Verbal: Ability to understand meanings of works and the ideas associated with them

3. Color Discrimination: Ability to perceive or recognize similarities of differences in colors or shades or other values of the same color

4. Form Perception: Ability to make visual comparisons and discriminations and see slight differences in shapes and shading of figures

5. Manual Dexterity: Ability to move the hands easily and skillfully

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of the principal so assigned.

TITLE :   Instructional Assistant/Paraprofessional Special Populations

QUALIFICATIONS

1. Associate Degree or passing score on paraprofessional test
2. Ability to communicate effectively with students and school personnel
3. Ability to maintain a cooperative, harmonious relationship within the school setting which fosters recognition and respect for every individual

REPORTS TO  

Special Education Teacher

JOB GOAL

Assists with the implementation of strategies to meet the needs of students with disabilities.

ESSENTIAL FUNCTIONS

1. Assists with student instruction to meet the goals/objectives of the IEP

2. Provides support for the special education and general education teachers

3. Attends to the personal needs of special education students to whom assigned such as: eating, dressing, toileting and/or diapering, walking, getting on and off buses, putting on or adjusting prosthetic appliances, physical and occupational therapy exercises (as instructed occupational or physical therapist), and other tasks and activities as assigned by the supervising special education teacher

4. Maintains student confidentiality, as mandated by both State and Federal law, at all times

5. Defers all inquiries or concerns from parents, teachers or other staff members regarding student(s) to the school administrator or supervising special education teacher

6. Assists with student management

7. Under the supervision of the supervising special education teacher, works with small groups of special education students to reinforce material initially introduced by the teacher

8. Assists student(s) in math, reading, and other curricular tasks, as directed by the supervising teacher, guiding and helping, but never assuming the role of the teacher

9. Assists special education students who participate in general education classes for all or any portion of the day, as directed by the supervising special education teacher

10. Accompanies the student(s) to whom assigned to various points about the school and campus as directed by supervising special education teacher

11. Operates and cares for equipment and materials used in the classroom for instructional purposes

12. Assists with the supervision of students during emergency drills, play periods, field trips, and other school-related activities

13. Performs other duties as assigned by the supervising special education teacher or appropriate administrator

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary school, with frequent lifting and/or carrying of objects weighing up to 25 lbs.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing and/or balancing

3. Stooping, kneeling, crouching, and/or crawling

4. Reaching, handling

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to deal with students

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty. 

1. Intelligence:  Ability to understand instructions and underlying principles and ability to reason and make judgments

2. Verbal:  Ability to understand meanings of words and the ideas associated with them

3. Numerical:  Ability to perform arithmetic operations quickly and accurately

4. Manual Dexterity:  Ability to move hands easily and manipulate small objects with the fingers rapidly and accurately

5. Form Perception:  Ability to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures 

WORK CONDITIONS

Normal working conditions

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.

QUALIFICATIONS

1. Valid teacher’s license with appropriate endorsement;
2. Strong written, verbal, presentation, and interpersonal skills; and
3. Meets health and physical qualifications.

JOB GOAL

To teach one or more subjects to students and lead them toward the fulfillment of their potential for intellectual, emotional and psychological growth and maturation.

ESSENTIAL FUNCTIONS

1. Supervises activities such as field trips, group discussions, and dramatic play-acting, to stimulate students’ interest in and broaden understanding of their physical and social environment.

2. Fosters cooperative social behavior through games and group projects to assist students in forming satisfying relationships with other students and adults.

3. Prepares for assigned classes and shows evidence of preparation upon request of immediate supervisor.

4. Encourages students to maintain standards of classroom behavior;

5. Observes students to detect signs of ill health or emotional disturbance and to evaluate progress;

6. Discusses students’ problems and progress with parents;

7. Administers diagnostic tests and evaluates students’ progress on a regular basis;

8. Develops and maintains a classroom environment conducive to learning;

9. Assists in upholding board policies, school rules, and administrative regulations;

10. Is available to students and parents for education-related purposes outside the instructional day when requested to do so;

11. Represents the school and the community in a positive manner;

12. Reports to the principal when one knows or reasonably suspects that a child’s health or welfare has been or appears to have been harmed as a result of abuse or neglect; and 

13. Performs other work-related duties as assigned.

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., with frequent lifting and/or carrying of objects weighing up to 25 lbs.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping and/or kneeling

4. Reaching

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to performing a variety of duties, often changing from one task to another of a different nature without the loss of efficiency or composure.

2. Adaptability to accepting responsibility for the direction, control, or planning of an activity.

3. Adaptability to dealing with students.

4. Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria.

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence:  The ability to understand instructions and underlying principles.  Ability to reason and make judgments

2. Verbal:  Ability to understand meanings of words and the ideas associated with them.

3. Numerical:  Ability to perform arithmetic operations quickly and accurately.

4. Manual Dexterity:  Ability to move the hands easily and manipulate small objects with the fingers.

5. Form Perception:  To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures.

6. Color Discrimination:  Ability to perceive or recognize similarities or differences in colors or shades of other values of the same color.

WORK CONDITIONS

Normal working environment.

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.

TITLE :   Instructional Assistant/Paraprofessional Special Populations

QUALIFICATIONS

1. Associate Degree or passing score on paraprofessional test
2. Ability to communicate effectively with students and school personnel
3. Ability to maintain a cooperative, harmonious relationship within the school setting which fosters recognition and respect for every individual

REPORTS TO  

Special Education Teacher

JOB GOAL

Assists with the implementation of strategies to meet the needs of students with disabilities.

ESSENTIAL FUNCTIONS

1. Assists with student instruction to meet the goals/objectives of the IEP

2. Provides support for the special education and general education teachers

3. Attends to the personal needs of special education students to whom assigned such as: eating, dressing, toileting and/or diapering, walking, getting on and off buses, putting on or adjusting prosthetic appliances, physical and occupational therapy exercises (as instructed occupational or physical therapist), and other tasks and activities as assigned by the supervising special education teacher

4. Maintains student confidentiality, as mandated by both State and Federal law, at all times

5. Defers all inquiries or concerns from parents, teachers or other staff members regarding student(s) to the school administrator or supervising special education teacher

6. Assists with student management

7. Under the supervision of the supervising special education teacher, works with small groups of special education students to reinforce material initially introduced by the teacher

8. Assists student(s) in math, reading, and other curricular tasks, as directed by the supervising teacher, guiding and helping, but never assuming the role of the teacher

9. Assists special education students who participate in general education classes for all or any portion of the day, as directed by the supervising special education teacher

10. Accompanies the student(s) to whom assigned to various points about the school and campus as directed by supervising special education teacher

11. Operates and cares for equipment and materials used in the classroom for instructional purposes

12. Assists with the supervision of students during emergency drills, play periods, field trips, and other school-related activities

13. Performs other duties as assigned by the supervising special education teacher or appropriate administrator

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary school, with frequent lifting and/or carrying of objects weighing up to 25 lbs.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing and/or balancing

3. Stooping, kneeling, crouching, and/or crawling

4. Reaching, handling

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to deal with students

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty. 

1. Intelligence:  Ability to understand instructions and underlying principles and ability to reason and make judgments

2. Verbal:  Ability to understand meanings of words and the ideas associated with them

3. Numerical:  Ability to perform arithmetic operations quickly and accurately

4. Manual Dexterity:  Ability to move hands easily and manipulate small objects with the fingers rapidly and accurately

5. Form Perception:  Ability to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures 

WORK CONDITIONS

Normal working conditions

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.

QUALIFICATIONS

1. Valid teacher’s license with appropriate endorsement;
2. Strong written, verbal, presentation, and interpersonal skills; and
3. Meets health and physical qualifications.

JOB GOAL

To teach one or more subjects to students and lead them toward the fulfillment of their potential for intellectual, emotional and psychological growth and maturation.

ESSENTIAL FUNCTIONS

1. Supervises activities such as field trips, group discussions, and dramatic play-acting, to stimulate students’ interest in and broaden understanding of their physical and social environment.

2. Fosters cooperative social behavior through games and group projects to assist students in forming satisfying relationships with other students and adults.

3. Prepares for assigned classes and shows evidence of preparation upon request of immediate supervisor.

4. Encourages students to maintain standards of classroom behavior;

5. Observes students to detect signs of ill health or emotional disturbance and to evaluate progress;

6. Discusses students’ problems and progress with parents;

7. Administers diagnostic tests and evaluates students’ progress on a regular basis;

8. Develops and maintains a classroom environment conducive to learning;

9. Assists in upholding board policies, school rules, and administrative regulations;

10. Is available to students and parents for education-related purposes outside the instructional day when requested to do so;

11. Represents the school and the community in a positive manner;

12. Reports to the principal when one knows or reasonably suspects that a child’s health or welfare has been or appears to have been harmed as a result of abuse or neglect; and 

13. Performs other work-related duties as assigned.

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., with frequent lifting and/or carrying of objects weighing up to 25 lbs.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping and/or kneeling

4. Reaching

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to performing a variety of duties, often changing from one task to another of a different nature without the loss of efficiency or composure.

2. Adaptability to accepting responsibility for the direction, control, or planning of an activity.

3. Adaptability to dealing with students.

4. Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria.

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence:  The ability to understand instructions and underlying principles.  Ability to reason and make judgments

2. Verbal:  Ability to understand meanings of words and the ideas associated with them.

3. Numerical:  Ability to perform arithmetic operations quickly and accurately.

4. Manual Dexterity:  Ability to move the hands easily and manipulate small objects with the fingers.

5. Form Perception:  To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures.

6. Color Discrimination:  Ability to perceive or recognize similarities or differences in colors or shades of other values of the same color.

WORK CONDITIONS

Normal working environment.

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.

QUALIFICATIONS

1. Valid teacher’s license with appropriate endorsement

2. Strong written, verbal, presentation, and interpersonal skills

3. Meets health and physical qualifications

4. FLSA exempt

REPORTS TO

Principal

JOB GOAL

To provide academic and behavior intervention in specific skill deficit areas to students with disabilities (SWDs.)

ESSENTIAL FUNCTIONS

1. Maintains all special education paperwork in a timely manner including Instructionally Appropriate Individual Education Program (IAIEP)

2. Prepares progress reports for each grading period and sends report to parents

3. Administers tests and monitors students’ progress on a regular basis

4. Uses EasyIEP for the development of IAIEPs and other reports

5. Attends and chair IAIEP and S-Team meetings as well as consults with parents, administrators, school psychologists, and other professionals

6. Works with assigned educational assistants in classroom and provides direction/support/guidance

7. Implements individualized academic intervention in skill deficit areas, adaptive skills, communication, social skills, behavior intervention and pre-vocational skills

8. Completes Reevaluation Summary Report, observations of students, and other forms for school psychologists to review

9. Works collaboratively with Behavior Interventionists and teachers and follows recommendations in the Behavior Intervention Plan for SWDs’ behavior

10. Assumes responsibility for the day-to-day operation of the classroom

11. Plans curriculum and prepares lessons and other materials, considering factors such as individual needs, abilities, learning levels, and physical limitations of the students

12. Attends required Professional Development trainings

13. Establishes student behavior and expects students to maintain standards of classroom behavior

14. Keeps classroom work environment organized and order/manage materials and supplies

15. Knows and follows all safety rules and procedures

16. Prepares for assigned classes and shows evidence of preparation upon request of immediate supervisor

17. Maintains order in classroom and schoolyard

18. Reports to the principal when one knows or reasonably suspects that a student’s health or welfare has been or appears to have been harmed as a result of abuse or neglect

19. Represents the schools and the community in a positive manner

20. Performs other work-related duties as assigned

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary school, with frequent lifting and/or carrying of objects weighing up to 25 lbs.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing and/or balancing

3. Stooping, kneeling, crouching, and/or crawling

4. Reaching, handling

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to deal with students

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty. 

1. Intelligence:  The ability to understand instructions and underlying principles and ability to reason and make judgments

2. Verbal:  Ability to understand meanings of words and the ideas associated with them

3. Numerical:  Ability to perform arithmetic operations quickly and accurately

4. Manual Dexterity:  Ability to move hands easily and manipulate small objects with the fingers

5. Color Discrimination:  Ability to perceive or recognize similarities or differences in colors or shades or other values of the same color

WORK CONDITIONS

Normal working conditions

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.

QUALIFICATIONS

1. High School diploma 
2. Two (2) years of clerical experience
3. Knowledge of typing, office machines, and computers
4. Meets health and physical requirements

REPORTS TO

Principal

JOB GOAL

To assist the Principal in order that he/she may devote maximum attention to administering an effective instructional program.  Responsible for accounting of all revenues and expenditures at the school level in accordance with state guidelines.

ESSENTIAL FUNCTIONS

1. Acts as the school receptionist and greets the public via telephone and in person with a pleasant attitude

2. Performs administrative and clerical duties pertaining to the administrative functions of the school office

3. Operates, maintains, and controls the use of the copy machines and office equipment

4. Orders, receives, and distributes all consumable supplies used in the school, and maintains all record pertaining to purchasing documentation

5. Administers first-aid to sick or injured students, and gives prescribed medication when the nurse is not available

6. Registers new students, requests permanent records, and maintains permanent records in a monitored, secure area

7. Works with Student Management to maintain accurate student information database

8. Maintains school attendance accounting records for students and staff

9. Receipts, deposits, disburses and records all monies received by the school in accordance with the Tennessee Internal School Uniform Accounting Policy Manual

10. Keeps an accurate ledger from which a monthly balance and an annual audit can be made

11. Verifies the reconciliation of bank statements and prepares necessary adjusting journal entries

12. Works with Business Operations and auditors to prepare financial records for annual audit

13. Maintains the confidentiality of reports, records, and personal experience of a private nature regarding students, school employees, and patrons

14. Maintains knowledge of all safety rules and proper procedures for school and student population

15. Perform other school-related duties as assigned by the Principal

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 25 lbs. with frequent lifting and/or carrying of objects weighing up to ten lbs.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping and/or kneeling

4. Reaching

5. Talking

6. Hearing 

7. Seeing

VOCATIONAL PREPARATION

The required vocational preparation may come from the following:

1. Vocational education

2. Apprentice training

3. On-the-job training

4. Essential experience

TEMPERAMENT (Personal traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to deal with people

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria 

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence:  Ability to understand instructions and underlying principles; ability to reason and make judgments

2. Verbal:  Ability to understand meanings of words and the ideas associated with them

3. Numerical:  Ability to perform arithmetic operations quickly and accurately

4. Form Perception:  To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures and widths and lengths of line

5. Motor Coordination:  Ability to coordinate the eyes and hands or fingers rapidly and accurately in making precise movements with speed

6. Color Discrimination:  Ability to perceive or recognize similarities or differences in color or in shades or other values

7. Manual Dexterity:  Ability to move the hands and manipulate small objects with the fingers rapidly or accurately

8. Data Perception:  Ability to understand and interpret information presented in the form of graphs, charts, or tables

WORK CONDITIONS

Normal working environment; may not always have privacy or quiet place to work

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.   They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.

TITLE :   Instructional Assistant/Paraprofessional Special Populations

QUALIFICATIONS

1. Associate Degree or passing score on paraprofessional test
2. Ability to communicate effectively with students and school personnel
3. Ability to maintain a cooperative, harmonious relationship within the school setting which fosters recognition and respect for every individual

REPORTS TO  

Special Education Teacher

JOB GOAL

Assists with the implementation of strategies to meet the needs of students with disabilities.

ESSENTIAL FUNCTIONS

1. Assists with student instruction to meet the goals/objectives of the IEP

2. Provides support for the special education and general education teachers

3. Attends to the personal needs of special education students to whom assigned such as: eating, dressing, toileting and/or diapering, walking, getting on and off buses, putting on or adjusting prosthetic appliances, physical and occupational therapy exercises (as instructed occupational or physical therapist), and other tasks and activities as assigned by the supervising special education teacher

4. Maintains student confidentiality, as mandated by both State and Federal law, at all times

5. Defers all inquiries or concerns from parents, teachers or other staff members regarding student(s) to the school administrator or supervising special education teacher

6. Assists with student management

7. Under the supervision of the supervising special education teacher, works with small groups of special education students to reinforce material initially introduced by the teacher

8. Assists student(s) in math, reading, and other curricular tasks, as directed by the supervising teacher, guiding and helping, but never assuming the role of the teacher

9. Assists special education students who participate in general education classes for all or any portion of the day, as directed by the supervising special education teacher

10. Accompanies the student(s) to whom assigned to various points about the school and campus as directed by supervising special education teacher

11. Operates and cares for equipment and materials used in the classroom for instructional purposes

12. Assists with the supervision of students during emergency drills, play periods, field trips, and other school-related activities

13. Performs other duties as assigned by the supervising special education teacher or appropriate administrator

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary school, with frequent lifting and/or carrying of objects weighing up to 25 lbs.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing and/or balancing

3. Stooping, kneeling, crouching, and/or crawling

4. Reaching, handling

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to deal with students

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty. 

1. Intelligence:  Ability to understand instructions and underlying principles and ability to reason and make judgments

2. Verbal:  Ability to understand meanings of words and the ideas associated with them

3. Numerical:  Ability to perform arithmetic operations quickly and accurately

4. Manual Dexterity:  Ability to move hands easily and manipulate small objects with the fingers rapidly and accurately

5. Form Perception:  Ability to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures 

WORK CONDITIONS

Normal working conditions

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.

QUALIFICATIONS

1. Valid Tennessee teacher’s license with appropriate endorsement

2. Strong written, verbal, presentation and interpersonal skills

3. Meets health and physical requirements

4. FLSA exempt

REPORTS TO

Building Level Principal

JOB GOAL

To teach one or more subjects to students and lead them toward the fulfillment of their potential for intellectual, emotional, and psychological growth and maturation.

ESSENTIAL FUNCTIONS

1. Instructs students in subject matter, using various teaching methods, and uses technology and other materials to enhance presentation

2. Prepares teaching outline for course of study in conjunction with current state standards, and appropriate feedback for homework assignments

3. Administers tests to evaluate progress, records results, and issues reports to inform parents of students’ progress

4. Keeps accurate attendance records

5. Maintains discipline in classroom and during extended learning opportunities

6. Participates in faculty and professional meetings, educational conferences, and teacher training workshops

7. Encourages students to maintain standards of classroom behavior

8. Prepares for class and shows evidence of preparation upon request of immediate supervisor

9. Is available to students and parents for education-related purposes outside the instructional day

10. Assists in upholding and enforcing school rules, board policies and administrative regulations

11. Develops and maintains a classroom conducive to learning

12. Meets and instructs assigned classes in the locations and at the times designated

13. Represents the school and the community in a positive manner

14. Performs other work-related duties as assigned by administration

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 25 lbs., with frequent lifting and/or carrying of object weighing up to 10 lbs. Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping and/or kneeling

4. Reaching

5. Talking

6. Hearing 

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to dealing with students

4. Adaptability to make generalizations, evaluations, or decision based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to understand instructions and underlying principals and ability to reason and make judgments

2. Verbal: Ability to understand meanings of works and the ideas associated with them

3. Numerical: Ability to perform arithmetic operations quickly and accurately

4. Manual Dexterity: Ability to move the hands easily and manipulate small objects with the fingers

5. Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures

6. Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades of other values of the same color 

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned. 

QUALIFICATIONS

1. Valid Tennessee teacher’s license with appropriate endorsement

2. Strong written, verbal, presentation and interpersonal skills

3. Meets health and physical requirements

4. FLSA exempt

REPORTS TO

Building Level Principal

JOB GOAL

To teach one or more subjects to students and lead them toward the fulfillment of their potential for intellectual, emotional, and psychological growth and maturation.

ESSENTIAL FUNCTIONS

1. Instructs students in subject matter, using various teaching methods, and uses technology and other materials to enhance presentation

2. Prepares teaching outline for course of study in conjunction with current state standards, and appropriate feedback for homework assignments

3. Administers tests to evaluate progress, records results, and issues reports to inform parents of students’ progress

4. Keeps accurate attendance records

5. Maintains discipline in classroom and during extended learning opportunities

6. Participates in faculty and professional meetings, educational conferences, and teacher training workshops

7. Encourages students to maintain standards of classroom behavior

8. Prepares for class and shows evidence of preparation upon request of immediate supervisor

9. Is available to students and parents for education-related purposes outside the instructional day

10. Assists in upholding and enforcing school rules, board policies and administrative regulations

11. Develops and maintains a classroom conducive to learning

12. Meets and instructs assigned classes in the locations and at the times designated

13. Represents the school and the community in a positive manner

14. Performs other work-related duties as assigned by administration

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 25 lbs., with frequent lifting and/or carrying of object weighing up to 10 lbs. Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping and/or kneeling

4. Reaching

5. Talking

6. Hearing 

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to dealing with students

4. Adaptability to make generalizations, evaluations, or decision based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to understand instructions and underlying principals and ability to reason and make judgments

2. Verbal: Ability to understand meanings of works and the ideas associated with them

3. Numerical: Ability to perform arithmetic operations quickly and accurately

4. Manual Dexterity: Ability to move the hands easily and manipulate small objects with the fingers

5. Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures

6. Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades of other values of the same color 

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned. 

TITLE                   SERVICE COORDINATOR 

QUALIFICATIONS

1. Valid Tennessee Professional License in Special Education 
2. Ability to communicate effectively with students, school personnel
3. and parents
4. Ability to maintain a cooperative, harmonious relationship within the school setting which fosters recognition and respect for every individual
5. FLSA exempt

REPORTS TO

Supervisor of Special Populations 

JOB GOAL

To support resource teachers in programming services for special education students.

ESSENTIAL FUNCTIONS

1. Contributes to the development and implementation of the Instructionally Appropriate Individual Education Plan (IAIEP) and annual review for students with disabilities

2. Facilitates communication regarding special needs for SWD to appropriate contacts throughout the school district

3. Collaborates with teachers on the usage of the specialized curriculum programs 

4. Participates in IAIEP staffing for programs options, annual reviews and facilitates the compilation of documentation for student records

5. Maintains good written and oral communication skills when working with parents, teachers and administrators

6. Advises parents and special education teachers regarding appropriate programming for students with disabilities

7. Assists teachers and other program personnel in the adaptation and maintenance of students’ instructional materials and the special education file

8. Collaborates with others (e.g., teachers, other professional staff, parents, etc.) for the purpose of implementing and maintaining services in accordance with programmatic and regulatory requirements

9. Applies ethics and standards of professional practice in the delivery of services and observes local, state and federal laws regarding providing services for students with disabilities

10. Uses data, such as progress monitoring, to provide support for instructional practices for students’ identified deficit areas

11. Provides staff development training for teachers and staff on best practices in special education

12. Monitors inventory and equipment for special education programs

13. Meets with the Supervisor of Special Populations on regular basis to share concerns and successes

14. Performs other related duties assigned by the Supervisor of Special Populations 

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary school, with frequent lifting and/or carrying of objects weighing up to 25 lbs.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing and/or balancing

3. Stooping, kneeling, crouching, and/or crawling

4. Reaching, handling

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to deal with students

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty. 

1. Intelligence:  Ability to understand instructions and underlying principles and ability to reason and make judgments

2. Verbal:  Ability to understand meanings of words and the ideas associated with them

3. Numerical:  Ability to perform arithmetic operations quickly and accurately

4. Manual Dexterity:  Ability to move hands easily and manipulate small objects with the fingers rapidly and accurately

5. Form Perception:  Ability to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures 

WORK CONDITIONS

Normal working conditions

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.

TITLE :   Instructional Assistant/Paraprofessional Special Populations

QUALIFICATIONS

1. Associate Degree or passing score on paraprofessional test
2. Ability to communicate effectively with students and school personnel
3. Ability to maintain a cooperative, harmonious relationship within the school setting which fosters recognition and respect for every individual

REPORTS TO  

Special Education Teacher

JOB GOAL

Assists with the implementation of strategies to meet the needs of students with disabilities.

ESSENTIAL FUNCTIONS

1. Assists with student instruction to meet the goals/objectives of the IEP

2. Provides support for the special education and general education teachers

3. Attends to the personal needs of special education students to whom assigned such as: eating, dressing, toileting and/or diapering, walking, getting on and off buses, putting on or adjusting prosthetic appliances, physical and occupational therapy exercises (as instructed occupational or physical therapist), and other tasks and activities as assigned by the supervising special education teacher

4. Maintains student confidentiality, as mandated by both State and Federal law, at all times

5. Defers all inquiries or concerns from parents, teachers or other staff members regarding student(s) to the school administrator or supervising special education teacher

6. Assists with student management

7. Under the supervision of the supervising special education teacher, works with small groups of special education students to reinforce material initially introduced by the teacher

8. Assists student(s) in math, reading, and other curricular tasks, as directed by the supervising teacher, guiding and helping, but never assuming the role of the teacher

9. Assists special education students who participate in general education classes for all or any portion of the day, as directed by the supervising special education teacher

10. Accompanies the student(s) to whom assigned to various points about the school and campus as directed by supervising special education teacher

11. Operates and cares for equipment and materials used in the classroom for instructional purposes

12. Assists with the supervision of students during emergency drills, play periods, field trips, and other school-related activities

13. Performs other duties as assigned by the supervising special education teacher or appropriate administrator

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary school, with frequent lifting and/or carrying of objects weighing up to 25 lbs.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing and/or balancing

3. Stooping, kneeling, crouching, and/or crawling

4. Reaching, handling

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to deal with students

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty. 

1. Intelligence:  Ability to understand instructions and underlying principles and ability to reason and make judgments

2. Verbal:  Ability to understand meanings of words and the ideas associated with them

3. Numerical:  Ability to perform arithmetic operations quickly and accurately

4. Manual Dexterity:  Ability to move hands easily and manipulate small objects with the fingers rapidly and accurately

5. Form Perception:  Ability to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures 

WORK CONDITIONS

Normal working conditions

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.

TITLE                     PRINCIPAL

QUALIFICATIONS

1. Valid teacher’s and administrator’s license with appropriate endorsements
2. Administrative or supervisory experience and certification in accordance with state law and State Board Rules and Regulations, based on the minimum of a master’s degree
3. Minimum of 5 years administrative or supervisory experience in an education setting 
4. Minimum of 5 years’ experience as classroom teacher 
5. Ability to prepare clear, concise, accurate reports
6. Ability to establish and maintain cooperative working relationships
7. Such alternatives to the qualifications as the Director may find appropriate
8. FLSA Exempt
9. 12 Month Position

REPORTS TO

Director of Schools

JOB GOAL

To manage assigned school through the use of leadership, supervisory, and administrative skills so as to promote the educational development of each student and the professional development of the total staff.

ESSENTIAL FUNCTIONS

1. Assumes administrative responsibility and instructional leadership for the planning, management, operation, and evaluation of the educational program

2. Supervises the operation and management of personnel and facilities

3. Maintains high order of student conduct and enforces discipline as necessary

4. Adheres to due process procedures in all matters related to the rights, welfare, and personal safety of students and staff

5. Maintains and accounts for the funds generated by student activities

6. Submits recommendations to the Director of Schools regarding the appointment, assignment, promotion, transfer, and dismissal of all personnel

7. Keeps the director of schools and his staff continually informed regarding the conditions of the school and its activities

8. Assumes responsibility for maintaining good public relations with the community and using the community resources to enrich the learning program

9. Evaluates teachers and other personnel as outlined in state law, Minimum Rules and Regulations, and Board policies

10. Assumes responsibility for the implementation of curriculum guides for each grade level

11. Oversees the health and safety of students

12. Requisitions supplies and equipment and all other materials necessary to operate the school through the office of the Director

13. Assumes responsibility for having teachers’ meetings, parent-teacher conferences, school activities and school exhibits

14. Ensures the proper care and accounting of all equipment, textbooks, and supplies assigned to the school

15. Assumes responsibility for students teachers and gives approval prior to a student teacher assuming duties

16. Selects substitute teachers from a list approved by the Board

17. Reports to the Director of Schools or his designees the names of all children on the list furnished to him that have not appeared for enrollment

18. Joins the Director of Schools and the Director of Operations in determining surplus property

19. Administers the code of discipline and behavior within the school

20. Displays the United States flag and the Tennessee State flag during each school day

21. Administers the athletic program in accordance with the Tennessee Secondary School Athletic Association, if appropriate

22. Observes all other rules and regulations relative to the operation of the schools as established by law and as contained in the Rules, Regulations, and Minimum Standards of the State Board of Education, the Internal School Accounting Act, and other duties as assigned by the Director of Schools

23. Stays familiar with and ensures appropriate implementation of all board policies

24. Performs other duties as assigned by the Director of Schools

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping and/or kneeling

4. Reaching

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility of the direction, control or planning of an activity

3. Adaptability to deal with people beyond giving and receiving instruction

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to “catch on” or understand instructions and underlying principles and ability to reason and make judgments

2. Verbal: Ability to understand meanings of works and the ideas associated with them

3. Numerical: Ability to perform arithmetic operations quickly and accurately

4. Data Perceptions: Ability to understand and interpret information which may be presented in the form of graphs, charts, or tables

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of the principal so assigned.

QUALIFICATIONS

1. High School diploma 
2. Two (2) years of clerical experience
3. Knowledge of typing, office machines, and computers
4. Meets health and physical requirements

REPORTS TO

Principal

JOB GOAL

To assist the Principal in order that he/she may devote maximum attention to administering an effective instructional program.  Responsible for accounting of all revenues and expenditures at the school level in accordance with state guidelines.

ESSENTIAL FUNCTIONS

1. Acts as the school receptionist and greets the public via telephone and in person with a pleasant attitude

2. Performs administrative and clerical duties pertaining to the administrative functions of the school office

3. Operates, maintains, and controls the use of the copy machines and office equipment

4. Administers first-aid to sick or injured students, and gives prescribed medication when the nurse is not available

5. Works with Student Management to maintain accurate student information database

6. Maintains school attendance accounting records for students and staff

7. Maintains the confidentiality of reports, records, and personal experience of a private nature regarding students, school employees, and patrons

8. Maintains knowledge of all safety rules and proper procedures for school and student population

9. Perform other school-related duties as assigned by the Principal

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 25 lbs. with frequent lifting and/or carrying of objects weighing up to ten lbs.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping and/or kneeling

4. Reaching

5. Talking

6. Hearing 

7. Seeing

VOCATIONAL PREPARATION

The required vocational preparation may come from the following:

1. Vocational education

2. Apprentice training

3. On-the-job training

4. Essential experience

TEMPERAMENT (Personal traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to deal with people

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria 

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence:  Ability to understand instructions and underlying principles; ability to reason and make judgments

2. Verbal:  Ability to understand meanings of words and the ideas associated with them

3. Numerical:  Ability to perform arithmetic operations quickly and accurately

4. Form Perception:  To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures and widths and lengths of line

5. Motor Coordination:  Ability to coordinate the eyes and hands or fingers rapidly and accurately in making precise movements with speed

6. Color Discrimination:  Ability to perceive or recognize similarities or differences in color or in shades or other values

7. Manual Dexterity:  Ability to move the hands and manipulate small objects with the fingers rapidly or accurately

8. Data Perception:  Ability to understand and interpret information presented in the form of graphs, charts, or tables

WORK CONDITIONS

Normal working environment; may not always have privacy or quiet place to work

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.   They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.

QUALIFICATIONS

1. Valid teacher’s license with appropriate endorsement

2. Strong written, verbal, presentation, and interpersonal skills

3. Meets health and physical qualifications

4. FLSA exempt

REPORTS TO

Principal

JOB GOAL

To provide academic and behavior intervention in specific skill deficit areas to students with disabilities (SWDs.)

ESSENTIAL FUNCTIONS

1. Maintains all special education paperwork in a timely manner including Instructionally Appropriate Individual Education Program (IAIEP)

2. Prepares progress reports for each grading period and sends report to parents

3. Administers tests and monitors students’ progress on a regular basis

4. Uses EasyIEP for the development of IAIEPs and other reports

5. Attends and chair IAIEP and S-Team meetings as well as consults with parents, administrators, school psychologists, and other professionals

6. Works with assigned educational assistants in classroom and provides direction/support/guidance

7. Implements individualized academic intervention in skill deficit areas, adaptive skills, communication, social skills, behavior intervention and pre-vocational skills

8. Completes Reevaluation Summary Report, observations of students, and other forms for school psychologists to review

9. Works collaboratively with Behavior Interventionists and teachers and follows recommendations in the Behavior Intervention Plan for SWDs’ behavior

10. Assumes responsibility for the day-to-day operation of the classroom

11. Plans curriculum and prepares lessons and other materials, considering factors such as individual needs, abilities, learning levels, and physical limitations of the students

12. Attends required Professional Development trainings

13. Establishes student behavior and expects students to maintain standards of classroom behavior

14. Keeps classroom work environment organized and order/manage materials and supplies

15. Knows and follows all safety rules and procedures

16. Prepares for assigned classes and shows evidence of preparation upon request of immediate supervisor

17. Maintains order in classroom and schoolyard

18. Reports to the principal when one knows or reasonably suspects that a student’s health or welfare has been or appears to have been harmed as a result of abuse or neglect

19. Represents the schools and the community in a positive manner

20. Performs other work-related duties as assigned

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary school, with frequent lifting and/or carrying of objects weighing up to 25 lbs.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing and/or balancing

3. Stooping, kneeling, crouching, and/or crawling

4. Reaching, handling

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to deal with students

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty. 

1. Intelligence:  The ability to understand instructions and underlying principles and ability to reason and make judgments

2. Verbal:  Ability to understand meanings of words and the ideas associated with them

3. Numerical:  Ability to perform arithmetic operations quickly and accurately

4. Manual Dexterity:  Ability to move hands easily and manipulate small objects with the fingers

5. Color Discrimination:  Ability to perceive or recognize similarities or differences in colors or shades or other values of the same color

WORK CONDITIONS

Normal working conditions

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.

QUALIFICATIONS

1. Valid teacher’s and administrator’s license with appropriate endorsements
2. Administrative or supervisory experience and certification in accordance with state law and State Board Rules and Regulations, based on the minimum of a master’s degree   
3. Minimum of 5 years teaching experience
4. FLSA Exempt

REPORTS TO

Principal

JOB GOAL

The Assistant Principal is responsible for assisting the Principal in providing school-wide leadership and performing administrative and supervisory duties as assigned by the Principal and helping students achieve the fullest benefits from all academic and non-academic programs, services, and opportunities of the school.

ESSENTIAL FUNCTIONS

1. Serves as Principal in the absence of the regular Principal

2. Assists the Principal in the implementation, supervision, and assessment of the total school instructional program

3. Assists the Principal in the selection, assignment, orientation, and evaluation of staff

4. Assists the Principal in the supervision of student conduct and extra-curricular activities

5. Assists the Principal with teacher evaluations and classified evaluations

6. Assists the Principal in the coordination of programs and services supplementary to the instructional program

7. Works closely with the counseling department and school psychologist in assisting with student problems

8. Observes teaching methods and examines learning materials to evaluate and standardize curricula and teaching techniques, and to determine areas where improvement is needed

9. Collaborates with teachers to develop and maintain curriculum standards, develop mission statements, and set performance goals, and objectives

10. Evaluates curricula, teaching methods, and programs to determine their effectiveness, efficiency, and utilization, and to ensure that school activities comply with federal, state, and local regulations

11. Plans and leads professional development activities for teachers, administrators, and support staff, as assigned by the Principal 

12. Performs administrative activities

13. Makes decisions and solves problems

14. Resolves conflicts and negotiates with others

15. Other duties as assigned by the Principal

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping and/or kneeling

4. Reaching

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility of the direction, control or planning of an activity

3. Adaptability to deal with people beyond giving and receiving instruction

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to “catch on” or understand instructions and underlying principles and ability to reason and make judgments

2. Verbal: Ability to understand meanings of works and the ideas associated with them

3. Numerical: Ability to perform arithmetic operations quickly and accurately

4. Data Perceptions: Ability to understand and interpret information which may be presented in the form of graphs, charts, or tables

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of the principal so assigned.

QUALIFICATIONS

1. Valid teacher’s and administrator’s license with appropriate endorsements
2. Administrative or supervisory experience and certification in accordance with state law and State Board Rules and Regulations, based on the minimum of a master’s degree   
3. Minimum of 5 years teaching experience
4. FLSA Exempt

REPORTS TO

Principal

JOB GOAL

The Assistant Principal is responsible for assisting the Principal in providing school-wide leadership and performing administrative and supervisory duties as assigned by the Principal and helping students achieve the fullest benefits from all academic and non-academic programs, services, and opportunities of the school.

ESSENTIAL FUNCTIONS

1. Serves as Principal in the absence of the regular Principal

2. Assists the Principal in the implementation, supervision, and assessment of the total school instructional program

3. Assists the Principal in the selection, assignment, orientation, and evaluation of staff

4. Assists the Principal in the supervision of student conduct and extra-curricular activities

5. Assists the Principal with teacher evaluations and classified evaluations

6. Assists the Principal in the coordination of programs and services supplementary to the instructional program

7. Works closely with the counseling department and school psychologist in assisting with student problems

8. Observes teaching methods and examines learning materials to evaluate and standardize curricula and teaching techniques, and to determine areas where improvement is needed

9. Collaborates with teachers to develop and maintain curriculum standards, develop mission statements, and set performance goals, and objectives

10. Evaluates curricula, teaching methods, and programs to determine their effectiveness, efficiency, and utilization, and to ensure that school activities comply with federal, state, and local regulations

11. Plans and leads professional development activities for teachers, administrators, and support staff, as assigned by the Principal 

12. Performs administrative activities

13. Makes decisions and solves problems

14. Resolves conflicts and negotiates with others

15. Other duties as assigned by the Principal

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping and/or kneeling

4. Reaching

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility of the direction, control or planning of an activity

3. Adaptability to deal with people beyond giving and receiving instruction

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to “catch on” or understand instructions and underlying principles and ability to reason and make judgments

2. Verbal: Ability to understand meanings of works and the ideas associated with them

3. Numerical: Ability to perform arithmetic operations quickly and accurately

4. Data Perceptions: Ability to understand and interpret information which may be presented in the form of graphs, charts, or tables

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of the principal so assigned.

QUALIFICATIONS

1. Meets the Federal Every Student Succeeds Act (ESSA) qualifications including an associate’s degree or 48 hours of college credit or have passed the ParaProfessional Praxis test
2. May be employed on a part time or full time basis
3. Meets the health and physical qualifications

REPORTS TO

Principal

JOB GOAL

To provide assistance to teachers, administrative assistants, and clerical personnel when needed.

ESSENTIAL FUNCTIONS

1. Administers, scores, and records such achievement and diagnostic tests as the teacher recommends for individual students

2. Facilitates student interventions with the guidance and support of a classroom teacher

3. Operates and cares for equipment used in the classroom for instructional purposes

4. Distributes and collects technology, workbooks, papers, and other materials for instruction

5. Assists with the supervision of students during emergency drills, assemblies, play periods, and field trips

6. Checks notebooks, corrects papers, and supervises testing and makeup work as assigned by the teacher

7. Works with individual students or small groups of students to reinforce learning of material or skills

8. Assumes responsibility for knowing and following the safety rules and proper procedures associated with the responsibilities of the job

9. Checks and records attendance

10. Arranges bulletin boards

11. Types and duplicates tests, worksheets, and supplementary materials

12. Assists in supervising the children in lunchroom, playground, and bus loading

13. Assists the teacher in assimilating materials for class displays

14. Performs other duties as assigned 

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary grades, with frequent lifting and/or carrying of objects weighing up to 25 lbs., or more.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping, kneeling and/or crawling

4. Reaching

5. Talking

6. Hearing

7. Seeing

VOCATIONAL PREPARATION

The required vocation preparation may come from any of the following:

1. Vocational education

2. Apprentice training

3. On-the-job training

4. Essential experience in other jobs

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to dealing with students

3. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to “catch on” or understand instructions and underlying principles and ability to reason and make judgments

2. Verbal: Ability to understand meanings of works and the ideas associated with them

3. Color Discrimination: Ability to perceive or recognize similarities of differences in colors or shades or other values of the same color

4. Form Perception: Ability to make visual comparisons and discriminations and see slight differences in shapes and shading of figures

5. Manual Dexterity: Ability to move the hands easily and skillfully

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of the principal so assigned.

QUALIFICATIONS

1. Valid Tennessee teacher’s license with appropriate endorsement

2. Strong written, verbal, presentation and interpersonal skills

3. Meets health and physical requirements

4. FLSA exempt

REPORTS TO

Building Level Principal

JOB GOAL

To teach one or more subjects to students and lead them toward the fulfillment of their potential for intellectual, emotional, and psychological growth and maturation.

ESSENTIAL FUNCTIONS

1. Instructs students in subject matter, using various teaching methods, and uses technology and other materials to enhance presentation

2. Prepares teaching outline for course of study in conjunction with current state standards, and appropriate feedback for homework assignments

3. Administers tests to evaluate progress, records results, and issues reports to inform parents of students’ progress

4. Keeps accurate attendance records

5. Maintains discipline in classroom and during extended learning opportunities

6. Participates in faculty and professional meetings, educational conferences, and teacher training workshops

7. Encourages students to maintain standards of classroom behavior

8. Prepares for class and shows evidence of preparation upon request of immediate supervisor

9. Is available to students and parents for education-related purposes outside the instructional day

10. Assists in upholding and enforcing school rules, board policies and administrative regulations

11. Develops and maintains a classroom conducive to learning

12. Meets and instructs assigned classes in the locations and at the times designated

13. Represents the school and the community in a positive manner

14. Performs other work-related duties as assigned by administration

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 25 lbs., with frequent lifting and/or carrying of object weighing up to 10 lbs. Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping and/or kneeling

4. Reaching

5. Talking

6. Hearing 

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to dealing with students

4. Adaptability to make generalizations, evaluations, or decision based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to understand instructions and underlying principals and ability to reason and make judgments

2. Verbal: Ability to understand meanings of works and the ideas associated with them

3. Numerical: Ability to perform arithmetic operations quickly and accurately

4. Manual Dexterity: Ability to move the hands easily and manipulate small objects with the fingers

5. Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures

6. Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades of other values of the same color 

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned. 

QUALIFICATIONS

Valid Tennessee teacher’s license with appropriate endorsement

Strong written, verbal, presentation and interpersonal skills

Meets health and physical requirements

FLSA exempt

REPORTS TO

Building Level Principal

JOB GOAL

To teach elementary school children academic and social skills.

ESSENTIAL FUNCTIONS

1. Prepares teaching outline for course of student

2. Lectures, demonstrates, and uses audiovisual teaching aids to present subject matter in class

3. Prepares, administers, and corrects tests and records results

4. Assigns lessons and corrects papers

5. Maintains order in classroom and on playground

6. Counsels students when adjustment and academic problems arise

7. Discusses students’ academic and behavior problems with parents and suggests corrective action

8. Keeps attendance and grade records as required by school board

9. Observes students to detect signs of ill health or emotional disturbance and to evaluate progress

10. Represents the school and the community in a positive manner

11. Reports to the principal when one knows or reasonably suspects that a child’s health or welfare has been or appears to have been harmed as a result of abuse or neglect

12. Performs other work-related duties as assigned by the Principal

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., with frequent lifting and/or carrying of object weighing up to 25 lbs. Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping and/or kneeling

4. Reaching

5. Talking

6. Hearing 

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility for the direction, control, or planning of an activity

3. Adaptability to dealing with students

4. Adaptability to make generalizations, evaluations, or decision based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to understand instructions and underlying principals and ability to reason and make judgments

2. Verbal: Ability to understand meanings of works and the ideas associated with them

3. Numerical: Ability to perform arithmetic operations quickly and accurately

4. Manual Dexterity: Ability to move the hands easily and manipulate small objects with the fingers

5. Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures

6. Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades of other values of the same color 

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned. 

QUALIFICATIONS

1. Current, valid LPN or RN certification
2. Ability to communicate effectively with students, school personnel and parents
3. Ability to maintain a cooperative, harmonious relationship within the school setting which fosters recognition and respect for every individual

REPORTS TO

Special Education Teacher

JOB GOAL

To oversee the medical needs for students in self-contained classes, monitor the daily needs of medically fragile students, assist with carrying out goals in students’ Instructionally Appropriate Individual Educational Plans, and keep documentation of medication administered.

ESSENTIAL FUNCTIONS

1. Assesses and provides for the basic and critical needs of ERC and CDC students with life-threatening medical conditions requiring ongoing physical assessment, nursing treatments, and medication administration

2. Provides invasive care within scope of practice (e.g., g-tube feedings, central line, tracheostomy and pulmonary treatments, hygiene and body function needs such as toileting, diapering, and colostomy care, and lice checks)

3. Works with school nurse to document student care administered as part of the student health plan

4. Collects health care and educational data provided for assigned students

5. Administers medications and treatments

6. Assists the special education teacher, consistent with IEP goals, in lesson plan preparation for small group instruction; classroom management; student observation and assessment; communication with staff, in a variety of settings

7. Works in classroom setting, may move from classroom to classroom or school to school, to provide nursing services to students with disabilities

8. Provides assistance and attends to the physical needs of students including moving and positioning students and assisting with personal hygiene needs, including but not limited to: catheterization, changing diapers, toileting

9. Stabilizes the use of equipment to help students to sit, stand, and stoop; attends to student’s needs, and provides instruction

10. Maintains the ability to physically lift students, move and/or lift equipment varying using established procedures

11. Maintains regular attendance during assigned work schedule

12. Maintains observation assessment of medical needs of students in the classroom

13. Adheres to health information updates and records maintenance on all students in the classroom

14. Attends IEP meetings (if needed) as determined by the special education teacher or conferences with parents to assess the medical needs of the children

15. Communicates with physicians and other medical professionals regarding immediate medical needs (with parent’s permission)

16. Works as an educational assistant in the classroom as requested by the teacher such as helping students with instruction

17. Adheres and complies with all state and Federal regulations relating to students’ medical needs

18. Performs other related duties assigned by the Supervisor of Special Populations 

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 20 lbs., with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:

1. Stooping, kneeling, crouching, and/or crawling

2. Pushing and/or pulling

3. Climbing and/or balancing

4. Reaching, handling

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

2. Adaptability to accept responsibility of the direction, control or planning of an activity

3. Adaptability to deal with people beyond giving and receiving instruction

4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: Ability to “catch on” or understand instructions and underlying principles and ability to reason and make judgments

2. Verbal: Ability to understand meanings of works and the ideas associated with them

3. Numerical: Ability to perform arithmetic operations quickly and accurately

4. Data Perceptions: Ability to understand and interpret information which may be presented in the form of graphs, charts, or tables

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of the principal so assigned.