Job Title: Teacher, Elementary Grades 1 - 3



Job Analysis

This job analysis is representative of the position. When used for a specific employee, this job analysis must be reviewed with the employee and supervisor and any differences noted on an Addendum page. This analysis is not meant to be a comprehensive description of this position’s duties, but an aid in determining an individual’s ability to perform the essential functions of the job, with or without accommodation.

Section I

Job Summary:

Under direction of the Principal, serve as classroom teacher in grades 1 to 6; or a combination thereof. Assist in other school programs as assigned.

Essential Functions / Tasks:

1. Individually and in grade level teams, develop and maintain effective instructional plans and organize class time to provide a balanced standardized instruction and an effective learning environment appropriate to grade level and all subject areas. Implement District adopted policies, procedures and guidelines, as pertains to teaching assignment.

2. Create a functional and effective environment for learning through use of materials, attractive displays, bulletin boards and interest centers.

3. Selection and requisition of instructional material, and instructional supplies. Maintain inventory records.

4. Instruct students in citizenship behaviors and basic subject matter specified in state law and administrative regulations and procedures of the district and site.

5. Assess each student’s performance and growth in skills and abilities in primary curriculum. Keep appropriate records and prepare progress reports. Communicate with parents and hold parent conferences.

6. Administer group achievement/standardized tests in accordance with District testing program.

7. Maintain professional competence through in-service educational activities provided by the District and/or in self-selected professional growth activities. Participate in faculty and /or District committees.

8. Attend to adjunct duties as assigned and participate in school-wide activities. Cooperate in school-wide supervision of students during out-of-classroom activities. Participate in sponsorship of student activities. Plan and coordinate the use of volunteers, aides, teacher assistants and other paraprofessionals when appropriate. Participate in required evening attendance functions, i.e., Back to School Night, Parent Conferences, Open House, etc.

Non-Essential Functions / Tasks:

1. Perform other related duties as assigned by the immediate supervisor.

2. Sponsor club activities. Volunteer for student activities, pep rallies, etc.

3. Remain in classroom at lunch to help students with assignments.

Qualifications:

Education: Licenses & Certificates:

|X |HS Equiv. |X |High School Diploma |X |Certification |California Teaching Credential |

| |College |X |College Degree: BA | | |Valid and current CA Driver’s License |

| |Other: |X |Experience |Student Teaching or Intern Program |

| | |

Knowledge of:

• Principles, theories, methods, techniques and strategies pertaining to teaching and instruction of elementary students

• Child growth and development and behavior characteristics of elementary students

• Educational curriculum and instructional goals and objectives, and the educational trends and research findings pertaining to student educational programming

• Behavior management and behavior shaping strategies, techniques and methods and conflict resolution procedures

• Socio-economic and cultural background differences of the general school population

• Technology, including computers, computer programs, and multimedia devices

Skills/Ability to:

• Use copier machine, overhead projector, telephone, computer, video projection, smartboard, instructional tools including TV, VCR (on Carts) and whiteboard

• Plan, organize, develop and conduct a comprehensive teaching and instruction program for pupils in grades 1 to 6, or a combination of these grades

• Apply concepts and abstract learning to practical situations

• Provide effective learning experiences for students with a wide range of socio-economic and cultural backgrounds and with varying mental, social and emotional levels

• Effectively assess the educational needs of students, and design, develop and implement sound indivualized education plans,

• Perform research and development activities pertaining to related elementary curriculum and instruction programs, pilot projects and innovative programs

• Communicate effectively in oral and written directions

• Establish and maintain cooperative and effective working relationships

• Utilize technology and operate computers, computer programs, and multimedia devices

Physical Demands Frequency Definitions Based on an 8-hour day:

N = Never = 0%

S = Seldom = 1 - 10% ( < 45 minutes)

Oc = Occasionally = 11 - 33% (Up to 3.0 hours)

F = Frequently = 34 - 66% (Up to 6 hours)

C = Continuously = 67 - 100% (More than 6 hours)

Section II

A. Physical Demands

| |Frequency | |Maximum interval | |Essential Job Functions | |Additional Information |

|Sitting: |Oc | |1 – 55 min | |All | |Desk, chair, stool |

|Walking: |Oc - F | |seconds – 30 min | |All | |Instructing, supervising |

|Standing: |F | |30 min | |All | |Instructing, supervising |

|Stooping/Bending: |O | |30 min | |1, 4, 8 | |Student desk/table |

|Squatting/Crouching: |S | |seconds – 5 min | |1, 4, 8 | |Assisting students, PE class |

|Climbing/Balancing: |S | |seconds | |2, 8 | |Stairs, ramps, step stool |

|Kneeling: |O | |seconds – 2 min | |1, 4, 8 | |Speaking to students |

|Twisting Back: |O | |seconds | |2, 8 | |Turning to use white board |

|Neck Flexion/Rotation: |F | |seconds | |All | |* See comments below |

|Other: | | | | | | | |

Comments/Examples: *Upward rotation to observe class, provide instruction at board. Downward rotation to assist students at desk; reading, writing, documentation. Side to side observing, the children, supervising outdoor activities.

|Lifting Lbs. |Frequency |Height |Essential Job Functions |Description / Examples |

|0 – 10 |S - Oc |Waist-Shoulder |1, 2, 6, 8 |Textbooks, supplies, student projects/paperwork, ream of |

| | | | |paper, gallon of acids, gallon of distilled water |

|11 - 25 |S |Waist-Shoulder |1, 2, 6, 8 |Boxes of books/paperwork, textbooks, testing/teaching |

| | | | |supplies, physical education equipment |

|26 – 50 |S |Waist |1, 2, 6, 8 |Students, computers, boxes of books |

|51 – 75 |N | | | |

|76 – 100 |N | | | |

|100 + |N | | | |

|Assistance may be available for over 50 lbs. |

|Comments: The teacher may be required to assist a student, and this could require lifting and/or carrying of up to 50 lbs. |

|Carrying Lbs. |Frequency |Distance of Carry |Essential Job Functions |Description / Examples |

|0–10 |Oc |1 – 100 yds |1, 2, 6, 8 |Textbooks, supplies, student projects/paperwork, ream of |

| | | | |paper, audiovisual material |

|11–25 |S |1 – 100 yds |1, 2, 6, 8 |Boxes of books/paperwork, textbooks, testing/teaching |

| | | | |supplies, physical education equipment |

|26–50 |S |15 ft |1, 2, 6, 8 |Students, computers, boxes of books |

|51–75 |N | | | |

|76–100 |N | | | |

|100+ |N | | | |

|Assistance may be available for over 50 lbs. |

|Comments: The teacher may be required to assist a student, and this could require lifting and/or carrying of up to 50 lbs. |

| |

| |

Limb Coordination Activities

| |Both |Either |Frequency | |Essential Job Functions | |Description/ Examples |

| | | | | | | |1, 2, 3, 8 | |Overhead projector, drawers, |

| | | | | | | | | |chairs, doors |

|Pushing & Pulling |X | |X | |Oc | | | | |

| | | | | | | |All | |Report cards, progress reports, |

| | | | | | | | | |corrected papers |

|Fingering/Fine Manipulation |X | |X | |F | | | | |

| | | | | | | |All | |Writing materials, clipboard, |

| | | | | | | | | |mouse work |

|Handling/Simple Grasping |X | |X | |Oc | | | | |

| | | | | | | |1, 2, 3, 5, 6, 8 | |Textbooks, testing supplies |

|Power/Firm Grasping | | | | |S - Oc | | | | |

| | | | | | | |1, 2, 3, 8 | |Bulletin board, white board, |

| | | | | | | | | |during PE class |

|Reach Above Shoulder |X | |X | |Oc | | | | |

| | | | | | | |1, 2, 3, 8 | |Whiteboard, overhead & during PE |

| | | | | | | | | |class |

|Reach at Shoulder |X | |X | |Oc | | | | |

| | | | | | | |All | |Paperwork, desk work, telephone |

|Reach below Shoulder |X | |X | |F | | | | |

| | | | | | | |8 | |Driving to meetings, conferences |

| | | | | | | | | |or workshops |

|Hand Controls |X | |X | |S | | | | |

| | | | | | | |8 | |Driving to meetings, conferences |

| | | | | | | | | |or workshops |

|Foot Controls | | |X | |S | | | | |

Comments

C. Specific Auditory or Visual Requirements:

|Hearing: |Communicate with students and others; respond to school bells, emergency alarms; hear announcements, cell phone |

|Visual: |Near |Yes |Color |Yes |Peripheral vision: Yes |

| |Distant |Yes |Depth |Yes | |

D. Environmental Conditions

| |Yes |No |Description/Examples |

|Drive cars/truck, forklifts or other moving equipment |X | |Driving auto to meetings, conferences |

|Working near hazardous equipment/machinery | |X | |

|Walking on uneven ground |X | |Playground, track, field |

|Exposure to dust, gas or fumes |X | |Dry erase |

|Exposure to noise (Required to wear ear protection) | |X | |

|Exposure to vibration | |X | |

|Exposure to extremes in temperature or humidity | |X | |

|Work at heights |X | |Ladder, stepstool, playground equipment |

|Exposure to biohazard materials such as sewage |X | |Perhaps a sick child (vomit, blood) |

|Other (identify) | | | |

|Hazards: unpredictable behaviors/activity of young children |

Behavior and Cognitive Demands Frequency Definitions: Based on an 8-hour day

N = Never = 0%

S = Seldom = 1 - 10% ( < 45 minutes)

Oc = Occasionally = 11 - 33% (Up to 3.0 hours)

F = Frequently = 34 - 66% (Up to 6 hours)

C = Continuously = 67 - 100% (More than 6 hours)

G. Behavior and Cognitive Components

|Essential or | | |# Essential |

|Non-Essential | | |Function/ |

| | | |Frequency |

| | | | | |

|E |Ability to comprehend and follow instructions | |All |F |

| |Maintain attention and concentration | | | |

| |Understand written or oral instructions | | | |

| | | | | |

|E |Ability to perform simple and repetitive tasks | |All |F |

| |Ask simple questions or request assistance | | | |

| |Perform activities of a routine nature | | | |

| |Remember work procedures and locations | | | |

| | | | | |

|E |Ability to maintain work pace and accuracy | |All |C |

| |Perform activities within a given schedule; prioritize work load effectively | | | |

| |Perform tasks with consistency, accuracy meeting precise standards | | | |

| | | | | |

|E |Ability to synthesize, analyze complex data, | |1,4,5 |F |

| |Perform complex tasks requiring highly technical skills | | | |

| |Perform high level cognitive, interpretive or judgment skills | | | |

| | | | | |

|E |Ability to perform work activities requiring negotiating, explaining or persuading skills | |1,4,5,6,81,|C |

| |Ability to influence people (selling type skills) | | | |

| |Convince or direct others | | | |

| |Interact appropriately with public and vendors | | | |

| | | | | |

|E |Ability to manifest interpersonal skills sufficient for getting along with others | |All |C |

| |Ability to work closely with others on a team | | | |

| |Respond appropriately to direction, evaluation, or criticism | | | |

| | | | | |

|E |Ability to work alone effectively under stress or in situations dangerous to self or others | |All |F |

| |Apply basic problem solving techniques | | | |

| |Make independent decisions or judgments | | | |

| | | | | |

|E |Ability to plan, direct, control, evaluate and supervise others | |1,4.5,6,8 |C |

| |Set realistic goals | | | |

| |Prioritize work load of others effectively | | | |

| | | | | |

Section III

Job analysis was prepared or reviewed by:

|Print Name / Signature |Position |Date |

| | | |

| | | |

|Lynn Bouffard, Ed.D. |Director Human Resources | |

| | | |

|Judy K. Lemm, RN, BS. COHN-S |Consultant | |

| | | |

| | | |

Section IV: When used for specific employee

WORKER’ S NAME: ____________________________________________

CLAIM NUMBER: ____________________________________________

Employee Print Name/Signature____________________________________________ Date__________

Supervisor Print Name/Signature___________________________________________ Date__________

Comments/Addendum:

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