+-----------------------+-----------------------+-----------------------+ | | | | | Purpose Statement: | | | | The role of the | | | | hourly STEAM Teacher | | | | is to provide support | | | | to the instructional | | | | process by delivering | | | | specialized | | | | instruction in | | | | Science, Technology, | | | | Engineering, Arts, | | | | and Mathematics | | | | (STEAM) to students | | | | within the STEAM room | | | | and classrooms. | | | | Priority is placed on | | | | integrating STEAM | | | | into literacy through | | | | Wonders and utilizing | | | | the district science | | | | kits to build science | | | | proficiency. This | | | | position collaborates | | | | with other educators | | | | to integrate STEAM | | | | concepts into the | | | | curriculum, fosters | | | | creativity and | | | | critical thinking, | | | | and ensures student | | | | engagement and | | | | achievement. | | | | | | | | Essential Functions: | | | | | | | | 1. Develop and | | | | Deliver | | | | | | | | Instruction: Develop | | | | and implement | | | | STEAM lesson | | | | plans, | | | | activities, and | | | | assessments to | | | | foster student | | | | learning and | | | | competency levels | | | | in STEAM | | | | subjects. | | | | | | | | 2. Assessment and | | | | Feedback: Assess | | | | student progress | | | | towards STEAM | | | | objectives and | | | | goals, provide | | | | timely feedback | | | | to students and | | | | parents, and | | | | adjust | | | | instruction as | | | | needed to support | | | | student learning. | | | | | | | | 3. Colla | | | | boration: Collaborate | | | | with other | | | | teachers, school | | | | staff, and | | | | administrators to | | | | integrate STEAM | | | | concepts into the | | | | overall | | | | curriculum, | | | | address | | | | instructional | | | | issues, and | | | | contribute to the | | | | school | | | | improvement plan. | | | | | | | | 4. Differentiated | | | | Instr | | | | uction: Differentiate | | | | instruction using | | | | a variety of | | | | strategies and | | | | activities to | | | | meet the diverse | | | | learning needs of | | | | students and | | | | ensure all | | | | students can | | | | achieve | | | | grade-level | | | | expectations. | | | | | | | | 5. Supervision and | | | | | | | | Direction: Provide | | | | guidance and | | | | direction to | | | | assistant | | | | teachers, | | | | instructional | | | | assistants, and | |