Summary

The teacher resident (TR) is a clinical teacher engaged in a year-long clinical experience under the guidance of a highly effective host teacher (HT). While completing their degree and certification through The University, the TR learns on the job, moving from a supportive observer to a lead practitioner. For a full school year, the TR works alongside the HT; TRs are actively engaged in as many elements of the classroom as possible. The TR will gradually assume greater responsibilities throughout the residency year as they develop as a teacher. While TRs may hold compensated roles, these duties must not interfere with the primary clinical learning goals or the TR's development as a future educator.

Typical responsibilities include:

• Co-planning and co-teaching with HT and other team members, leading small group instruction, leading instruction without the HT present (with planning support from HT)
• Internalizing high-quality instructional materials with support from HT and/or district instructional coaches
• Facilitating effective routines and  procedures, supervising students, and developing students’ social-emotional skills
• Attending professional development before the start of each semester and on-going throughout the school year
• Participating in team planning, Professional Learning Communities (PLC), school-based professional development, campus faculty meetings, and meetings with their Site Coordinator (SC)
• Working with the HT to monitor and improve instruction with formative and summative assessments, grading, data analysis to identify next steps for students
• Implementing feedback from HTs and the Site Coordinator before, during, and after informal and formal observations
• Taking responsibility for other non-instructional duties as assigned by the HT

Responsibilities

Classroom and School Environment

• Identify and address individual students' social, emotional, and behavioral learning needs and barriers
• Hold students accountable for ambitious, measurable, high expectations of behavior and engagement
• Contribute to a culture of respect, enthusiasm, and rapport
• Manage student behavior during transitions and less structured time (i.e. recess, lunch)

Planning and Preparation

• Co-plan with HT and grade level team
• Ensure a high-standard, differentiation-ready curriculum
• Plan backward to align all lessons, activities, and assessments with standards & curriculum
• Implement and suggest improvements to instruction that develop higher-order thinking skills and reflect the levels and interests of individual students
• Implement and suggest improvements to assessments that accurately assess student progress.
• Utilize a Student Achievement Chart to analyze student performance data and plan accordingly

Instruction

• Co-teach utilizing select nstructional Strategies with HT
• Provide small-group instruction under the direction and using tools/rubrics of the HT and team
• Supervise student skills practice, projects, and digital learning
• Lead whole-group instruction
• Participate in instructional planning and data analysis consistently

Professional Responsibilities

• Solicit and willingly receive feedback from HT, Principal, Site Coordinator, and grade level team members to improve professional skills
• Regularly meet with HT to ensure alignment of instructional vision and delivery and to troubleshoot students' persistent learning challenges
• Establish and maintain open communication with parents, students, colleagues, and community members
• Participate in professional development opportunities at school
• Follow district safety protocols and emergency procedures

Qualifications

• Enrolled in The University, working towards a teaching certificate
• Strong work ethic, open to feedback, with a willingness to implement next steps, and a belief that all students can achieve
• Preference given for experience working successfully with those of similar demographics to the desired school placement
• Knowledge of the subject matter being taught
• Strong organizational, communication, and interpersonal skills
• Continued progression towards certification, according to EPP guidelines
• Preferred: completion of one or more certification exams

Hours

• Residents will be present during teacher contract hours and dates set by the Castleberry district calendar. Candidates will follow TEA and University guidelines for absences.
• Paid Residency:
• Semester 1: 4 days per week 
• Semester 2: 4 days per week

Post-Certification

• Priority hiring opportunities
• 2-year commitment (preferred) to Castleberry ISD

Reports to: Host Teacher, Principal, Site Coordinator

Compensation
Salary:

• $20,000 per school year