Job Title: Teacher, Elementary Grades 1 - 3

Job Title:

Teacher, Elementary Grades 1 - 6

Date Completed:

April 17, 2007

San Diego / Imperial County Schools JPA

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.

B. 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 Non-Essential / # Essential Function/
Frequency
E / Ability to comprehend and follow instructions
Maintain attention and concentration
Understand written or oral instructions / All / F
E /

Ability to perform simple and repetitive tasks

Ask simple questions or request assistance
Perform activities of a routine nature
Remember work procedures and locations / All / F
E /

Ability to maintain work pace and accuracy

Perform activities within a given schedule; prioritize work load effectively
Perform tasks with consistency, accuracy meeting precise standards / All / C
E /

Ability to synthesize, analyze complex data,

Perform complex tasks requiring highly technical skills
Perform high level cognitive, interpretive or judgment skills
/ 1,4,5 / F

E

/ Ability to perform work activities requiring negotiating, explaining or persuading skills
Ability to influence people (selling type skills)
Convince or direct others
Interact appropriately with public and vendors / 1,4,5,6,81, / C
E /

Ability to manifest interpersonal skills sufficient for getting along with others

Ability to work closely with others on a team
Respond appropriately to direction, evaluation, or criticism / All / C
E /

Ability to work alone effectively under stress or in situations dangerous to self or others

Apply basic problem solving techniques
Make independent decisions or judgments / All / F
E / Ability to plan, direct, control, evaluate and supervise others
Set realistic goals
Prioritize work load of others effectively
/ 1,4.5,6,8 / C

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