1.

 Planning, Developing, and Organizing Instruction

One of the most important parts of teaching takes place long before the teacher begins any lesson.
Planning, developing, and organizing instruction are a major part of any teacher's job. If a teacher is
effective at planning their lessons, they will find that their day-to-day teaching tasks are much easier.
Unfortunately, many teachers do not have the time to truly create effective and unique plans for their
classes. This is especially true if they are teaching multiple preps. However, every teacher should
attempt to upgrade a couple of lessons each semester. This will help keep them and their material fresh.

Good planning is the first step to an effective classroom, and one of the six main teacher tasks that
excellent teachers must master. A well-planned class reduces stress on the teacher and helps minimize
disruptions. When teachers know what they need to accomplish and how they are going to do it, they
have a better opportunity to achieve success with the added benefit of less stress. Further, when
students are engaged the entire class period, they have less opportunity to cause disruptions. Obviously,
the demeanor of the teacher, the quality of the lesson, and the method of delivery all play into an
effective day in class. With that said, it all starts with a good plan.

2. Housekeeping and Recordkeeping Tasks

For many teachers this is the most annoying part of teaching. Time has to be spent taking attendance,
recording grades, and following through on all necessary housekeeping and recordkeeping tasks. The
way that a teacher handles these tasks says a lot about their classroom organization skills. With effective
and easy-to-use systems in place, teachers will be able to spend more time focusing on actually
instructing and interacting with their students.

The job of teaching can be divided into six teaching tasks. One of these tasks is dealing with
housekeeping and recordkeeping. Each day, teachers must take care of the business of teaching before
they begin their daily lesson plan. While required daily tasks might seem monotonous and at times
unnecessary, they can be made manageable through the use of effective systems. The main
housekeeping and recordkeeping tasks can be divided into the following categories:

Writing lesson plans does not have to be difficult. This is the time that a teacher can show their
creativity. Here is a how-to on how to create effective lesson plans that will help ensure success. You can
use the Lesson Plan Template as you work through creating your lesson plans.

3. Managing Student Conduct

Many new teachers find that this are of teaching is what scares them the most. However, a couple of
tools if properly used can really help you create an effective classroom management policy. These tools
include posted rules combined with a posted discipline policy all of which are consistently and fairly
enforced. If you are not fair or do not follow through with your posted policies, you will have a very hard
time keeping a well-managed classroom.

The job of teaching can be divided into six teaching tasks. One of the tasks that many new and
experienced teachers want more support in is managing student conduct. If you spoke to students in
Colleges of Education across the nation, you would find that many of them fear dealing with
misbehaviors more than any other part of the their future teaching career. The key to effective
classroom management is consistency, fairness, and having systems in place that actually work.

4. Presenting Subject Material

Once the planning is done and students are sitting in class waiting to be taught, a teacher is at a critical
juncture - how will they actually present their subject matter. While teachers typically decide on their

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main mode of delivery during the planning phase, they will not actually implement these methods until
they are face-to-face with their class. There are important tools that all teachers should have in their
teaching arsenal no matter which method of delivery they are using including verbal clues, effective wait
time, and authentic praise.

5. Assessing Student Learning

All instruction should be built around assessments. When a teacher sits down to develop a lesson, they
should begin by determining how they will measure whether the students learned what they were
trying to teach. While the instruction is the meat of the course, the assessments are the measure of
success. Therefore, it is important that teachers spend some time creating and refining valid
assessments for their students.

6. Meeting Professional Obligations

Every teacher must meet certain professional obligations depending on their school, their district, their
state, and their area of certification. These obligations might range from something as mundane as hall
duty during their planning period to something more time consuming like participating in professional
development opportunities required to get recertified. Further, teachers might be asked to sponsor a
club or chair a school committee. All of these require a teacher's time and are a required part of a
teaching career.

http://712educators.about.com/od/teachingstrategies/tp/teaching_tasks.htm

What Are the Duties & Obligations of a Teacher?

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Teachers have the power to change the world. They can affect students' lives through the gift of
knowledge, evaluating students' progress, and caring about and encouraging the student both in and
out of the classroom.
1. Teaching the Curriculum
The teacher's top priority is to present the curriculum to students. Teachers must have in-depth
knowledge and experience in the subject matter being presented. Teachers are also responsible for
testing students on the curriculum and grading the students' knowledge of the course material.
2. Classroom Management
Teachers must manage the classroom, keep control of the students and administer proper forms of
discipline when disruptive situations arise.
3. Lesson Plans
Teachers must create lesson plans to help guide them through each class. Lesson plans include
required material and ideas for presenting the topics in fun or memorable ways. These plans are
also proof that they are presenting the curriculum as required by state departments of education
and school boards.
4. Student Support
Teachers support students by participating in after-school activities whenever possible. This shows
that the teacher cares about all aspects of the student's life, creating trust and respect.Teachers also
form partnerships with parents, who must monitor homework assignments and encourage younger
students to read daily.
5. Reporting Problems
Teachers are obligated to report suspected problems students are having at home. The proper
authorities, including law enforcement, can then investigate the problems, which can include
abusive relationships or failure to provide for the student's basic needs.
6. Reporting to Administration
Teachers work for the school administrators. The administration oversees teacher attendance,
timeliness and dress code. Administrators ensure that teachers are following rules set by the school
district or state. Teachers often work together with administration to solve major problems by being
part of school site governing councils.
http://www.ehow.com/facts_5875774_duties-obligations-teacher_.html

Teacher Duties and Responsibilities

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 Have expert knowledge of their subject area
 Work in an inclusionary, non-tracked environment
 Teach outside of traditional subject and grade level confines
 Demonstrate a commitment to differentiating instruction and a willingness to adapt teaching to
recognize alternative learning styles
 Use cooperative group work and constructivist learning as primary instructional approaches
 Assess student effort and learning through authentic assessment and portfolios as well as
standardized tests
 Collaborate in interdisciplinary planning and team teaching
 Serve as a student advisor to a multi-grade, small student advisory group during their tenure at the
school and attend professional meetings to support this work
 Work closely with families to support the academic, social and emotional growth of students
 Participate in regular professional development, reflective practice, peer coaching, and professional
associations
 Collaborate with faculty from Queens College on curriculum development and instructional practice,
and with Queens College pre-service teachers during their internships
 Use technology inside and outside of the classroom

http://qcpages.qc.cuny.edu/provost/QSI/teachers/teacher%20duties%20and%20responsibilities.htm

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 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.   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

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 2.       Demonstrates accurate and up-to-date knowledge of content

3.       Implements designated curriculum

4.       Maintains lesson plans as required by school policy

5.       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.       Takes precautions to protect records, equipment, materials, and facilities

2.       Assumes responsibility for supervising students in out-of-class settings

3.       Demonstrates appropriate personal contact while in performance of school duties

E.      Assumes a role in meeting the school’s 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

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Teachers’ Roles

The teacher’s role in understanding students’ needs, and engaging them in their learning experiences
includes:

· learning about the students and their interests, abilities and learning styles
· planning classroom environment and routines
· organizing classroom facilities and resources
· planning and organizing for instruction
· planning and organizing for assessment and evaluation
· planning for communication with students’ families
· reflecting upon the effectiveness of their planning, instruction and assessment as a means of gathering
information about their students’ progress and instructional needs, and the success of their practice.

Learning About the Students

One important aspect of planning and organizing for instruction is acquiring an understanding of the
students. While talking directly with each student provides information about how each student
perceives himself or herself as a learner, it is also useful to:

· administer oral or written diagnostic questionnaires or surveys to assess students’ current

skills, abilities, attitudes and interests
· consult available personnel, student portfolios and records from previous years
· consider the potential for using previously successful adaptations with each student, and plan
other adaptations that address specific students’ learning requirements.

Instruction and learning are both improved when teachers take every opportunity to learn about their
students’ strengths and needs. The diagnostic information gathered allows teachers to individualize
instruction and assessment to meet the needs of each student.

Planning Classroom Environment and Routines

Another aspect of planning and organizing for instruction involves establishing the classroom
environment and routines conducive to learning.

Teachers are encouraged to include students in setting some of the routines and expectations for use of
classroom spaces, and for participating appropriately as a community of learners. When establishing
positive environments and clearly defined routines, it is important to:

· ensure students feel safe enough to take risks when expressing their ideas or attempting new
learning experiences
· establish roles and expectations for group members during collaborative and cooperative
discussion and activities
· establish expectations for independent learning experiences
· involve students in determining some expectations and routines so that they take ownership

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 and responsibility for adhering to them
· explain and discuss the regular use of learning and assessment tools (e.g., learning
logs/notebooks, computers and computer programs, portfolios, checklists).

Organizing Classroom Facilities and Resources

Some suggestions for organizing classroom facilities and resources to support the philosophy of learning
advocated in this curriculum guide include:

· Arrange the classroom furniture to accommodate both group and individual student activity.
Clusters of desks or large round tables facilitate large and small group interaction, while single
desks and secluded nooks provide places for individuals to work and learn independently.
· Collaborate with the teacher-librarian or other personnel to develop a classroom resource
collection that supports the current unit of study.
· Reserve at least one wall or bulletin board area for displays related to the current unit of study.
Encourage students to contribute to the display.
· Designate display areas for students’ projects and multimedia products.

Planning and Organizing for Instruction and Assessment

Saskatchewan Learning has identified the amount of instructional time that must be allocated to each
Specified Area of Study. Teachers are expected to provide 100 hours of instruction for Psychology 20.

Communicating with Students’ Families

It is important to establish regular, positive communication with students' families. The following
suggestions may be helpful:

· involve students in establishing procedures for regular communication with their families
· provide opportunities for significant, relevant involvement of parents in classroom activities
and learning experiences
· acknowledge and be sensitive to the diversity of family structures, and to the economic, ethnic
and cultural backgrounds of family members
· encourage the exchange of informal notes and telephone calls between family members and
the teacher
· arrange in-home visits to get to know parents and caregivers, and encourage them to ask
questions and to discuss students' progress reports
· use available technology (e.g., post, e-mail, Internet) whenever possible to enhance
communication with family members
· invite students’ parents/caregivers or other family members to volunteer in the classroom or
school, in capacities that make them feel comfortable and feel that their contribution is
worthwhile, but be aware of and sensitive to such matters as family schedules and availability.

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Reflecting Upon Practice

Whether beginning the second year or second decade of their careers, teachers benefit from the
accumulated understanding that is the result of reflection on past practice and experience. In the
contexts of their classrooms, teachers are asking questions and gathering information that continues to
shape their practices as they apply what they discover to subsequent classroom teaching and learning
situations.

Teachers who approach each day as reflective practitioners consider what they know and believe about
aspects of their daily practice such as:

· students: their interests, strengths, needs, personal learning goals, etc.

· curriculum: philosophy and expectations, aim, goals, instruction/assessment suggestions, etc.
· their own philosophy: about instruction/ assessment, and how theirs is similar or different to
that of the curriculum
· their own reflective practices: what they reflect upon, why they choose those areas, what
requires reflection next, etc.

http://www.sasked.gov.sk.ca/docs/social/psych20/Teachers_Roles.htm

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Roles & Responsibilities of Teachers

Teachers are: cultural organizers, cultural mediators, and orchestrates of social contexts for learning
(Gay, 2000).

Cultural Organizers

    Gay (2000) explains that teachers must be competent in understanding the dynamics and uses of
culture in their classroom.  Daily classroom activities should facilitate learning environments that reflect
cultural and ethnic diversity while also promoting academic achievement for all.  Students from different
ethnic groups should be able to voice their cultural expression in order to enhance content and learning
processes.

Cultural Mediators

     Teachers should expose students to multiple perspectives and allow students to critically analyze
differences between mainstream cultural ideals and those of different cultural systems.  Teachers guide
students to reflect on their own ethnic identities and facilitate them in honoring other cultures and
developing positive cross-cultural relationships.  Classroom activities should enhance students' abilities
to identify stereotypes and prejudices and also teach students how to avoid perpetuating racism (Gay,
2000).

Orchestrators of Social Contexts

    Gay (2000) also asserts that it is very important for teachers to appreciate the impact culture has on
learning.  Furthermore, they must make their teaching well-suited to the sociocultural contexts and
frames of reference of ethnically diverse students.  They are also guides in helping students know how
to utilize their cultural cognition in order to facilitate their learning.  Following is Spring's (1995)
definition of a cultural frame of reference, "those elements that cause a cultural group to interpret the
world. . . in a particular manner" (p. 5), or the filter through which perceptions of, encounters with, and
understandings of the outside world are ordered and made meaningful (Gay, 2000).

Reference

         Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, & Practice.    New York: Teachers 
College Press.

http://www.intime.uni.edu/multiculture/curriculum/culture/roles.htm

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