AIG Teacher

Master's Degree in Education, Counseling, Psychology, Special Education, or a related field. The position requires a NC Teaching License, a minimum of 5 years as a teacher, and certification in gifted education. The job requires a broad knowledge of testing/assessment and interpretation of educational data. The position of the diagnostician/program facilitator requires human relation skills needed to communicate with diverse individuals, groups and organizations.

Assists with the overall evaluation of gifted programming, including elementary pull-out enrichment, differentiation in the regular education classroom, Advanced Placement and college readiness measure in the system; develops strategies for improvement; coordinates and provides staff development opportunities.

Works with colleagues to review and revise the district's Academically and Intellectually Gifted Plan to ensure that it aligns with the state's mandated AIG Program Standards and Practices as well as with the district's Strategic Plan goals and initiatives.

Ensures teachers, principals and curriculum facilitators are familiar with any changes to the

North Carolina Academically and Intellectually Gifted Program Standards and the PSRC AIG Plan.

Works with colleagues to accomplish the goals and objectives of the district's Academically and Intellectually Gifted Plan.

Consults with parents and teachers regarding the screening and identification of students referred to the Academically Gifted program.

Maintains a current database of the status of Academically Gifted students.

Assists school personnel with the best teaching practices to increase the number of underserved students in Academically Gifted classes.

Maintains and updates knowledge and skills related to identification and instruction of Academically Gifted students. Explores new ways to find and to expand upon the use of alternative assessments. Works closely with administrators, principals, staff, and Academically Gifted teachers to monitor a rigorous, differentiated curriculum for Academically Gifted students and to nurture the potential of all students. Develops and models instructional strategies that can be used to extend and enrich instruction for gifted students K-12.

Works closely with school administration and staff to ensure the implementation of required policies and procedures affecting students identified as Academically or Intellectually Gifted.

Serves as a member of a district oversight committee to review eligibility decisions made by school based teams to monitor accuracy and equity.

Consults with teachers and parents on students who are not meeting AG expectations and need intervention/academic counseling.

Meets with school based Teams for Academically Gifted to review the needs of bright primary students who may need differentiation in the regular classroom or acceleration. Monitors referrals and services for underserved students.

Uses current models of curriculum to enhance instruction and to improve student achievement.

Serve as an advocate for the gifted education in PSRC.

• Attends workshops and conferences on best practices.
• Writes, plans and presents staff development on best practices.
• Participates in all phases of implementation of nurture and portfolio initiatives to increase the number of underserved students in Academically Gifted classrooms.
• Monitor classroom strategies.
• Assists with the implementation of AG math and ELA curriculum.
• Performs other related work as required.

• Thorough knowledge of federal, state and local policies and procedures regarding gifted students (academically gifted).
• Considerable knowledge of School Board policies, procedures and standards regarding education of students in the Public Schools of Robeson County.
• Considerable knowledge of the ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations.
• Considerable knowledge of the current literature, trends, and developments in the field of gifted education.
• Working knowledge of testing and interpretation of educational data.
• Ability to use common office machines and popular computer-driven word processing, spreadsheet, database and file maintenance programs.
• Ability to maintain complete and accurate records and statistics and to develop meaningful reports from that information.
• Ability to develop and implement appropriate programs for gifted learners.
• Ability to select and to develop appropriate curriculum for gifted learners.
• Ability to assess the effectiveness of programs and activities.
• Ability to interpret educational policies and procedures.
• Ability to effectively express ideas orally and in writing.
• Ability to make oral presentations before large groups of people.
• Ability to establish and maintain effective working relationships as necessitated by work assignments.