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"I couldn`t put it down from start to finish...Some of these stories are fascinating, some sad and some just downright funny. I thoroughly recommended it anyone whether interested in Human Resources or not!"

 

"A really funny and interesting read .... great insight into the wierd and wonderful world of HR ..."

 

"Amusing and informative. A recommended read for anyone interested in a career in Human Resources. "

 

"Entertaining reading and one that anyone in the field of HR will be vale to instantly relate too! "

 

If you want an HR text book this book is probably not for you. If you want a unique insight into some of the weird and wonderful true stories that happened during a twenty year career in Human Resources it is.

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"I couldn`t put it down from start to finish...these stories are fascinating, some sad and some just downright funny. I thoroughly recommended it whether interested in HR or not!"

English Teacher Job Description

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Job Summary

Main responsibilities-English Teacher Job Description

English Teacher Job Description-Main responsibilities [cont]

Knowledge, Skills and Abilities-English Teacher Job Description

: The basic functions of the position of elementary principal shall be to use the appropriate leadership, administrative, interpersonal, and supervisory skills to ensure that students can learn in an environment that is safe, secure, pleasant, and emotionally sound. Such skills shall also be utilized to ensure that staffs are ensured a supportive atmosphere in which to work, participate, and grow professionally. Finally, such skills shall also be used to ensure that parents and the community are provided opportunities, which shall contribute to their understanding and support of the elementary programs and staff.

English Teacher Job Description

QUALIFICATIONS:

1. Valid State Certificate in Elementary Administration.

2. Five years of successful classroom teaching experience.

3. An earned Master’s Degree from an Accredited University

4. Such alternatives to the above qualifications as the Superintendent and/or Board

PERFORMANCE RESPONSIBILITIES:

INSTRUCTIONAL LEADERSHIP:

An instructional leader demonstrates the ability to influence the instructional program in positive ways.

I. Visionary leadership—demonstrates the ability to develop, articulate, and use a vision of excellence.

 

A. Presents evidence that the vision is a shared vision

B. Uses the vision to guide and define decisions

 

II. Curriculum design and development—demonstrates the ability to ensure that the curriculum of the school is designed to promote high student achievement and sound personal growth.

 

A. Leads the faculty and community in a thorough understanding of the

relationship between the learning needs of students and the state standards

B. Ensures that there is an appropriate and logical alignment between the curriculum of the school and the state’s standards and assessment system

C. Ensures that appropriate differentiation in curriculum and instruction is available to those students with differing needs

 

III. Instructional effectiveness—demonstrates the ability to facilitate instructional

Reviewed June 2009

 

practices that will lead to high student performance and to a safe, orderly, and caring environment.

 

A. Manages time to be an instructional leader as a priority

B. Provides targeted and challenging professional development activities for the faculty

C. Arranges for teachers to teach in settings and circumstances that draw on their strengths and highest abilities

 

IV. Assessment and evaluation—demonstrates a commitment to using information to promote sound instructional practices.

 

 

 

 

 

 

 

A. Uses data collected from state and local testing and assessment programs to

develop formative instructional strategies to improve the effectiveness of daily

classroom instruction

B. Monitors student achievement throughout the year, using both classroom and testing data to assess progress

C. Monitors classroom performance on a regular basis, offering pathways to improved student performance through improved teaching

 

V. Results oriented—Demonstrates the ability to have students achieve at expected levels of performance or beyond.

 

A. Implements a system of performance indicators that guide the school staff in

 

benchmarking performance

B. Produces student achievement results that align with district standards and assessments

C. Communicates student achievement results to appropriate audiences and

 

constituencies

ORGANIZATIONAL LEADERSHIP

An organizational leader demonstrates the ability to create and sustain an organizational culture that promotes high standards and expectations.

I. Climate—communicates a commitment to high expectations for student and teacher

performance.

A. Provides and promotes a climate for learning that is safe and orderly

B. Creates an organizational climate that provides rewards and incentives for accomplishment

C. Monitors student performance on a continuous basis

D. Communicates a commitment to the dignity, respect and contribution of all cultures

E. Uses professional meeting times in the school to reinforce commitments to high performance standards

 

II. Empowerment—finds pathways and opportunities for teachers and others to make

the best contributions they are capable of making for themselves and to the school.

A. Involves stakeholders in decisions affecting the school

B. Shares responsibility to maximize ownership and accountability

 

 

 

 

 

 

 

 

 

 

 

III. Communications—ensures commitment through practicing the maxim that Reviewed June 2009

knowledge is power, to be shared and distributed to others.

A. Keeps appropriate audiences and constituencies informed about the school and its functions

B. Stays well informed about professional issues and shares this information with appropriate groups.

 

C. Continuous improvement—creates an environment where students,

teachers, and parents understand and accept the “doctrine” of continuous

MORAL/ETHICAL LEADERSHIP -English Teacher Job Description

Principals, as well as those they serve, constantly face situations and circumstances that might require them to make a difficult decision. Moral/ethical leadership is about making appropriate choices for the right reasons; for example:

I. Commitment to others—ensures that the purposes of schooling and the people in the

school are working in harmony.

A. Creates and sustains a nurturing and caring environment

B. Maintains a learning environment designed to help others be as successful as they choose to be

 

II. Professional ethics—models the qualities of fairness, equity, integrity, and

honesty in professional dealings with others.

A. Demonstrates an adherence to a personal and professional code of ethics

B. Accepts responsibility for school outcomes

 

III. Respect for diversity—accepts as value all of the people and cultures represented in

the school and by the community at large.

 

 

A. Ensures that established policies and procedures are in place and enforced equitably for all participants in the school

 

IV. Responsibility—Accepts responsibility for his or her actions and decisions;

does not seek to blame others for the consequences of his or her actions.

A. Devotes time and energy to the position

 

MANAGERIAL LEADERSHIP -English Teacher Job Description

Effective schools require good management as well as good leadership. Effective management ensures that the operational processes in the school are effective and efficient; for example:

I. Law and policy—understands and enforces both law and policy consistently.

A. Develops and distributes student and faculty handbooks that are consistent with the school’s vision and goals, local school board policy, and state law and policy

B. Applies laws and procedures fairly, wisely, and considerately

C. Shapes school policy to provide quality education for students

II. Resource management—understands the resources available to the school and uses

 

 

 

 

 

 

 

 

 

 

 

them wisely.

A. Uses fiscal resources efficiently and effectively to provide the materials and people needed to help the school be effective

Reviewed June 2009

 

B. Uses space effectively to support both the instructional program and the ancillary functions of the school

C. Has an effective staff plan, where people contribute their best efforts to the school’s success

D. Provides effective supervision of school support services and classified staff

E. Uses time resources well to facilitate high student and teacher performance

 

III. Personnel management—understands how to select, induct, develop, evaluate, and

retain personnel who assist the school in accomplishing its purposes and mission.

A. Uses sound and effective principles for selecting professional staff members

B. Spends time ensuring that new hires are properly brought into the school’s culture successfully

C. Helps teachers gain expertise and confidence in their teaching while providing

 

them with specific guidance when specific instructional problems are

encountered

D. Uses performance as a means to help others improve continuously

E. Properly differentiates the standards of performance evaluation for different

 

ranges of experience and expertise

F. Actively creates or develops programs that enable the school to support and

 

retain the teachers who should be retained

IV. Student behavior management—ensures that the school manages student

conduct to facilitate maintaining a safe and orderly school climate conducive to

high student performance.

A. Develops procedures for dealing with student misconduct that are prompt, fair, and reasonable

B. Develops and enforces a code of student conduct in a firm, fair, and consistent manner

C. Handles student discipline problems with a level of responsiveness appropriate to the severity of the problems or behavior(s) exhibited

D. Develops and monitors a safe school plan, anticipating potential trouble spots and dealing with them in advance