TEACHER DUTIES AND RESPONSIBILITIES (GTDRI Assessment Instrument)

The purpose of the Teacher Duties and Responsibilities Instrument (TDRI) is to describe the expectations for teachers in addition to the teaching tasks outlined in the GTOL. A. Follows professional practices consistent with school and system policies in working with students, students records, parents, and colleagues 1. Demonstrates communication and interpersonal skills as they relate to interaction with students, parents, other teachers, administrators, and other school personnel 2. Is available to students and parents for conferences according to system policies

3. Facilitates home-school communication by such means as holding conferences, telephoning, and sending written communications 4. Maintains confidentiality of students and students records

5. <![endif]> Works cooperatively with school administrators, special support personnel, colleagues, and parents B. Complies with rules, regulations, and policies of governing agencies and supervisory personnel 1. Complies with state administrative regulations and Board of Education policies 2. Adheres to school and local school system procedures and rules 3. Conducts assigned classes at the times scheduled 4. Enforces regulations concerning student conduct and discipline 5. Demonstrates timeliness and attendance for assigned responsibilities 6. Provides adequate information, plans, and materials for substitute teacher 7. Maintains accurate, complete, and appropriate records and files reports promptly 8. Attends and participates in faculty meetings and other assigned meetings and activities according to school policy 9. Complies with conditions as state in contract C. Demonstrates professional practices in teaching 1. Models correct use of language, oral and written

2. 3. 4. 5.

Demonstrates accurate and up-to-date knowledge of content Implements designated curriculum Maintains lesson plans as required by school policy Assigns reasonable tasks and homework to students

6. Participates in professional development opportunities and applies the concepts to classroom and school activities D. Acts in a professional manner and assumes responsibility for the total school program, its safety and good order 1. 2. 3. Takes precautions to protect records, equipment, materials, and facilities Assumes responsibility for supervising students in out-of-class settings Demonstrates appropriate personal contact while in performance of school duties E. Assumes a role in meeting the schools student achievement goals, including academic gains of students assigned to the teacher F. Observations of the teacher by the principal and assistant principals, in addition to those recorded on the GTOI during instruction, at other times as appropriate (Other duties and responsibilities prescribed by local school or system such as, but not limited to: lunchroom, homeroom, hall, playground and other advisory duties)
http://www.ware.k12.ga.us/Handbook/Secondary%20Pages/Teacherdutyandrespon.htm

US Teacher Salaries & Career Information

Whether you have finished up those years and years of career training or you are just finishing up as a student, it is high time you put that education to workbut where? Use the dropdown menu below to find your desired occupation, and prepare to learn all about:

Salaries, both national and by metropolitan area Number of people who work in that profession Necessary traits

Your level of education directly affects your employment. Check out how careers that require higher levels of education are projected to grow from 2008-2018:

2008-2018 Projected % Growth

Before you jump headfirst into your life as a graduate, take some time to research your options. Pick an occupation from the dropdown menu and start on your path to a successful career.

Education Median Annual Salary $50,500 Median Hourly Wage $24.30 Top 25% Annual Salary $63,600 Top 25% Hourly Wage $30.60

Occupation Elementary School Instructors High School Special Education Instructors Lecturers Mathematical Science Lecturers Middle School Instructors

Employees 1,544,300

2018 2018 Change % Change 244,200 15.8%

146,240 205,760 48,100

$52,900 $64,700 $63,600

$25.40 $31.10 $30.60

$67,400 $90,300 $87,100

$32.40 $43.40 $41.90

19,500 NA NA

13.3% NA NA

665,420

$50,800

$24.40

$64,000

$30.80

101,200

15.3%

Education Median Annual Salary $52,000 Median Hourly Wage $25.00 Top 25% Annual Salary $64,700 Top 25% Hourly Wage $31.10

Occupation Middle School Special Education Instructors Middle School Vocational Instructors Nursing Lecturers and Professors Philosophy and Religion Lecturers Physics Lecturers Political Science Lecturers Pre-School Teachers Psychology Lecturers Recreation and Fitness Studies Lecturers Secondary School Education Administrators Secondary School Instructors Secondary School Vocational Instructors Social Sciences Lecturers

Employees 102,490

2018 2018 Change % Change 18,100 18.1%

14,060

$49,300

$23.70

$61,100

$29.40

500

3.2%

49,140

$61,400

$29.50

$78,400

$37.70

NA

NA

19,630 12,870 15,180 389,660 33,450

$61,200 $75,100 $68,800 $24,500 $65,800

$29.40 $36.10 $33.10 $11.80 $31.60

$81,800 $102,100 $93,500 $32,200 $87,700

$39.30 $49.10 $45.00 $15.50 $42.20

NA NA NA 86,700 NA

NA NA NA 19.0% NA

16,850

$55,400

$26.60

$76,700

$36.90

NA

NA

219,280

$85,200

$41.00

$104,100

$50.00

19,800

8.6%

1,091,710

$52,200

$25.10

$66,100

$31.80

96,300

8.9%

92,980

$52,600

$25.30

$64,800

$31.20

9,600

9.6%

5,830

$69,100

$33.20

$92,400

$44.40

NA

NA

Education Median Annual Salary Median Hourly Wage Top 25% Annual Salary Top 25% Hourly Wage

Occupation

Employees

2018 2018 Change % Change

Social Work Lecturers

8,290

$61,000

$29.30

$80,800

$38.80

NA

NA

Sociology Lecturers

16,380

$64,400

$31.00

$87,300

$42.00

NA

NA

Teachers' Assistants

1,275,410

$22,800

$11.00

$28,800

$13.90

134,900

10.3%

Training Employees

8,488,740

$45,200

$21.70

$62,100

$29.90 1,324,100

14.4%

University Education Administrators

105,900

$82,800

$39.80

$116,000

$55.80

2,800

2.3%

Vocational Education Lecturers

114,420

$48,000

$23.10

$64,000

$30.80

NA

NA

View more information for Education on WorldWideLearn. http://resource.educationamerica.net/salaries.html/

Seven Critical Components

1. A Culture of Shared Responsibility and Leadership In a transformed profession, educators take collective ownership for student learning; structures of shared decision-making and open-door practice provide educators with the collaborative autonomy to do what is best for each student; and the profession takes upon itself the responsibility for ensuring that high standards of practice are met. In this professional culture, teachers and principals together make the primary decisions about educator selection, assignment, evaluation, dismissal, and career advancementwith student learning at the center of all such decisions.

2. Top Talent, Prepared for Success Students with effective teachers perform at higher levels; students have higher graduation rates, higher college-going rates, higher levels of civic participation, and higher lifetime earnings. Thus, attracting a high-performing and diverse pool of talented individuals to become teachers and principals is a critical priority whether these are new graduates or career switchers, and whether they enter the profession through traditional or alternative pathways. We must support the programs that prepare highly effective educators and offer high-quality and substantive curricula and clinical preparation experiences. We should expand the most successful programs, help other programs improve, and close down the lowest-performing programs if they fail to improve after receiving support. Preparation should include significant clinical opportunities that involve highly effective teachers or principals to oversee, mentor, and evaluate aspiring educators (preferably in the school environments in which the candidates will ultimately work). Further, aspiring educators must meet a high bar for entering the profession, demonstrating strong knowledge in the content they teach; have mastered a repertoire of instructional strategies and know when to use each appropriately; have the dispositions and aptitudes to work effectively with students and with colleagues; and be learners themselves who know how to plan purposefully, analyze student learning outcomes, reflect on their own practice, and adjust as needed. 3. Continuous Growth and Professional Development Effective teachers and principals are career-long learners. Effective schools and districts are learning communities where teachers and principals individually and collaboratively continuously reflect on and improve practice. Such communities of practice thrive when there is structured time for collaborative work informed by a rich array of data and access to internal and external expertise. We must take seriously the need to evaluate the efficacy of professional development so that we can more methodically improve it, channeling our investments into activities and supports that make a difference. From induction for novice teachers designed to accelerate their growth and development, to replicating the practices of the most accomplished teachers, professional development is a critical lever of improvement. As a profession, we must develop greater competency in using it. 4. Effective Teachers and Principals Effective educators have high standards of professional practice and demonstrate their ability to improve student learning. Thus, effectiveness must be evaluated based on measures of student academic growth, evidence from classroom and school practice, and contributions to colleagues and the school community. The results of the evaluations should guide professional support and development, and inform personnel decisions such as teacher and principal assignments, the granting

of professional status (e.g., tenure), promotion to leadership roles, and dismissal for those who, despite receiving support, are ineffective. Good evaluation systems should provide feedback to educators from both colleagues and supervisors that is meaningful, credible, timely, and actionable, and should use evidence-based processes that are fair, accurate, and transparent. 5. A Professional Career Continuum with Competitive Compensation Educators are one of our nation's most valuable resources. We must create a profession that attracts great people into our schools and classroomsand keeps them in the profession. To do this, we need to offer educators career pathways that provide opportunities for increasingly responsible roles, whether they choose to stay in the classroom, become instructional leaders or move into administration. And these roles must be coupled with compensation that is high enough to attract and retain a highly skilled workforce; reflects the effectiveness, expertise, and contributions of each educator; and is consistent with the societal regard accorded to comparable professions. 6. Conditions for Successful Teaching and Learning High-functioning systems can amplify the accomplishments of their educators, but a dysfunctional school or district can undermine the impact of even the best teachers. We need schools and districts whose climates and cultures, use of time, approaches to staffing, use of technology, deployment of support services, and engagement of families and communities are optimized to continuously improve outcomes for the students they serve. Further, we must be prepared to get the best teachers and principals to the highest-need students (including low-income students, minority students, English learners, and students with disabilities), and to ensure that all students have access to the other resources (such as technology, instructional materials, and social, health, and nutritional services) necessary to support their academic success. 7. Engaged Communities Finally, no community can flourish unless its children are safe, healthy, well-nourished, and welleducated; and no school can be a strong pillar of a thriving community without deep community responsibility for and ownership of the school's academic success. Thus, recognizing that the fate of communities and their schools are inextricably linked, we must make schools stronger by educators embracing community resources, expertise, and activities; and we must make communities stronger by anchoring them around highly effective schools. http://www.ed.gov/teaching