Secondary Teacher (General Science)
Competency-based
ONET: 25-2031.00
1
Years
96
Skills
1185h
Related instructions
Classroom instruction topics
- Approved Elective at 300/400 Level 1
- Approved Elective at 300/400 Level 2
- Introduction to Teaching & Learning
- Human A & P I
- P-12 Classroom Management
- Human A & P II
- Reading Methods Secondary
- Microbiology
- Methods of Teaching Science
- Analytical Chemistry
- Introduction to Geology
- Evolutionary Theory
- Introduction to Environmental Science
- Introduction to Special Education
- Measurement & Assessment
- College Physics I
- Technology & Education
- College Physics II
- Genetics
- Internship (Apprenticeship)
On-the-job training
- Employability
- Adapt to new, different, and changing requirements with flexibility
- Adhere to the Alabama Educator Code of Ethics
- Build and maintain positive relationships with parents
- Collaborate with guidance counselors regarding students' career paths
- Communicate progress and concerns with tact and professionalism to parents and, as appropriate, other faculty, staff, and/or administrators
- Confer with staff members outside of content area (media, guidance, etc.) to plan and schedule lessons following approved curricula
- Demonstrate commitment, positive attitude, and responsiveness to feedback regarding self-development and improvement of knowledge and skills
- Demonstrate active listening and effective communication in meetings and professional settings
- Demonstrate proficient oral and written communication skills and comprehension of work-related documents
- Discuss academic difficulties or behavioral problems with students as they arise
- Display professionalism in all settings and interactions.
- Display strong work ethic
- Enforce all administration policies and rules governing student code of conduct
- Enforce safety and security standards for students, staff, and visitors
- Enter, transcribe, record, store, or maintain information in written or electronic/digital format
- Maintain accurate, complete, and timely documentation of student records as required by relevant law, regulation, or district policy
- Maintain professional boundaries with students
- Perform administrative duties, such as assisting with monitoring students in common areas, bus loading and unloading, and schoolwide activities
- Plan, prioritize, and accomplish work assignments efficiently and effectively.
- Select, store, order, issue, and inventory classroom equipment, materials, and supplies
- Support school culture by participating in committees, school leadership teams, and student support initiatives as needed
- Use multiple technology platforms (appropriate tools or technology for the task) to plan, maintain records, and communicate
- Utilize interpersonal skills to work effectively with others from diverse backgrounds
- Culture and Climate
- Shows connectedness to learners, interpersonal bonding
- Expresses concern for learners' well-being
- Demonstrates personal interest in learners
- Demonstrates openness and approachability
- Makes culturally responsive eye contact with learners
- Uses words that resonate with or do not exclude learners
- Accepts and supports learners to take risks voicing their opinions and asking questions
- Promotes interactions that are highly supportive, friendly, and learner-centered
- Asks questions that encourage learners to voice their opinions
- Demonstrates a positive attitude toward the content/activity/task
- Shows genuine interest in the content/activity/task
- Exhibits energy that appeals to learners
- Learning Dimension
- Captures learners' attention to set the stage for learning
- Thoroughly explains why the content or activity is important to the learners
- Uses simple and direct language to provide instructions about the activity/task
- Encourages learners to question each other through discussions and debate
- Provides opportunities for learners use application skills to complete activities/tasks
- Provides opportunities for learners to express themselves individually and collectively in a variety of ways
- Describes the purpose of the lesson—why this is important to every learner’s life
- Makes it personal to the learners (e.g., through culture, gender, age, geography)
- Incorporates a real-world aspect into the lesson
- Keeps close proximity to learners
- Formatively assesses learners throughout the lesson
- Encourages learner self-assessment
- Elicits learner questioning to determine level of understanding
- Changes instructional arrangement (e.g., peer partner, groups, individual) for activities/tasks
- Uses different ways to engage with use of materials (e.g., graphic organizers, visuals, text)
- Changes instructional tasks (e.g., reduces number of items, modifies assignment, gives learner options)
- Uses many forms of feedback
- Provides learners with individualized feedback
- Gives feedback that is specific to the current lesson/activity
- Learners are involved in the feedback process
- Essentials
- Has deep understanding of their subject matter
- Speaks clearly and with appropriate tone, tempo, and volume
- Demonstrates new skill/concept (acquisition), applies thinking skills (application), integrates individual thinking skills (assimilation)
- Uses active listening skills to understand and respond to learners
- Conveys confidence in learners
- Provides high levels of support through varied teaching and modes of presentation
- Provides feedback to learners on personal goals and time frames
- Chooses resources and materials with intentionality that enhance learning activities aligned to learning objectives and instruction
- Secures a variety of resources from within and outside of the classroom that increase learner learning and engagement
- Makes resources easily accessible and available to engage learners
- Employs active learning strategies
- Uses a variety of assessment strategies
- Applies group instructional strategies to be inclusive of all learners
- Ensures smooth transitions between activities/tasks
- Executes efficient procedures; maintains control of classroom environment; ensures learners stay on task
- Ensures group projects are organized
- Dedicates/protects blocks of time to instruction with minimal interruptions
- Agency
- Ensures learners are working the problems, not the teacher
- Facilitates inquiry-based activities/tasks
- Guides learners to take charge of their learning and engagement
- Allows learners to contribute to the design of lessons, projects, and/or activities
- Gives learners the ability to attend to activities with the role of decision-making
- Helps learners make sense of instructional concepts and create their own understandings
- Provides opportunities for reflection or goal setting
- Facilitates a progress-tracking process so learners know their areas of strengths or challenges
- Identifies problems and generates solutions with the learner
- Allows sufficient time for problem-solving
- Provides encouragement when learners struggle
- Gives learners guidance to be successful or to keep going
- Applies strengths-based learning: active mentoring to learners, learner-led decision-making beyond academics
- Acknowledges learners' personal potential
- Uses and encourages positive self-talk
- Promotes harmony and positivity toward learners
- Shows empathy through dialogue with learners
- Redirects learners if negative interactions occur
- Proposes questions when engaged with groups
- Upholds the role of facilitator rather than interferes with engaged groups
- Suggests and promotes peer assistance
- Uses discretion to address learners
- Demonstrates maturity and consideration for others
- Speaks respectfully to learners at all times, including when redirecting
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