Bruin Bridge Program Teacher (At-Risk Program)

POSITION DESCRIPTION

Bruin Bridge Program Teacher

Reports to: Student Support & Family Engagement Coordinator and Chief Student

Services Officer

Purpose: Provide instruction and coordinate support services to students enrolled in the Bruin Bridge Program. Reinforce instruction to individual students and small groups in various academic subjects and other learning activities, including the implementation of personal education plans and behavior plans. Work with the administration to provide strategic oversight of students'' educational, social/emotional, and behavioral progress, as well as their transitions into and out of the program. Maintain ongoing documentation for students in the program.

Minimum Training and Experience:

• Bachelor's degree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.
• Classroom teaching experience is required.

Key Skills:

• Communication
• Collaboration
• Confidentiality
• Instructional/Curriculum Understanding
• Organization
• Leadership

Essential Job Responsibilities:

• Facilitates classroom instruction for students in an alternative learning setting
• Reinforces instruction to individual students and small groups in various academic subjects and other learning activities, including implementing personal education and behavior plans
• Utilizes various behavioral strategies akin to an at-risk student enrolled in alternative learning
• Provides supervision of students in an alternative learning program
• Provides small group or individual instruction to students in the alternative learning program
• Assists in the development and implementation of personalized education plans for students
• Assists in designing and implementing student supports
• Provides instruction of social and behavioral skills for individual students as well as character education
• Assists classroom teachers and school-based staff to provide high-quality instruction and a supportive environment for students
• Develops and maintains a daily schedule that maximizes the Bruin Bridge Program goals and includes academic instructional strategies, behavioral strategies, and enrichment activities
• Plans daily classroom instructional activities
• Facilitates online learning
• Administers student assessments as needed
• Develops positive relationships with students
• Collaborates with school-based teachers, support staff, and administrators to modify instruction based on measured student performance
• Builds trusting relationships with school-based staff that promote mutual respect and collaborative practices to impact student learning positively
• Be certified in CPI or agree to become CPI-certified
• Works collaboratively with school administration, teachers, support personnel, parents/guardians, and related service providers in the overall education plan for students to include lessons that address the student's academic and behavioral needs
• Provides feedback to teachers and administrators relating to student progress in the program
• Maintains student records and files in a confidential manner
• Keeps accurate documentation regarding student progress, needs, strengths, etc. (i.e., grades, observations, anecdotal records, and other related data)
• Keeps daily student attendance as well as overall attendance records
• Communicate with parents, teachers, administrators, and related service providers on an as-needed basis
• Submits all reports, forms, records, and data as requested by the Director of Alternative Learning and Interventions
• Maintains proper certification by attending professional development
• Demonstrates a high degree of professionalism and ethics, working cooperatively with all stakeholders
• Perform other duties as assigned by the supervisor
• Provide transportation for students assigned to the Alternative Program as needed to activities and programs

Duties and Responsibilities:

Major Function: Management of Instructional Time

The teacher has materials, supplies, and equipment for each lesson ready at the start of each instructional activity, starts instruction quickly, gets students on task quickly at the beginning of each lesson, and maintains a high level of student time on task.

Major Function: Management of Student Behavior

The teacher has established a set of rules and procedures that govern the handling of routine administrative matters; has established a set of rules and guidelines that govern student verbal participation and talk during different types of activities; has established a set of rules and procedures that govern student movement in the classroom during various types of instructional and non-instructional activities; frequently monitors the behavior of all students; stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.

Major Function: Instructional Presentation

The teacher begins lesson or instructional activity with a review of previous materials; introduces the lesson or instructional activity and specific learning objectives when appropriate; speaks fluently and precisely; presents the lesson or instructional activity using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate ideas and skills; assigns tasks that students handle with a high rate of success; asks appropriate levels of questions that students handle with a high rate of success; conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns; makes transitions between lessons and between instructional activities within lessons efficiently and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.

Major Function: Instructional Monitoring of Student Performance

The teacher maintains clear, firm, and reasonable work standards and due dates; circulates during class work to check all students' performance; routinely uses oral, written, and other work products to check student progress; and poses questions clearly and one at a time.

Major Function: Instructional Feedback

The teacher provides feedback on the correctness or incorrectness of in-class work to encourage student growth; regularly offers prompt feedback on assigned out-of-class work; appropriately affirms a correct oral response and moves on; and provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time.

Major Function: Facilitating Instruction

The teacher has an instructional plan that is compatible with the school and system-wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has an instructional plan that matches/aligns objectives, learning strategies, assessment, and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program.

Major Function: Interacting Within the Educational Environment

The teacher treats all students fairly and equitably and interacts effectively with students, co-workers, parents, and the community.

Major Function: Performing Non-Instructional Duties

The teacher performs non-instructional duties as assigned and/or as needed, adheres to established laws, policies, rules, and regulations, follows a plan for professional development, and demonstrates evidence of growth.

Minimum Qualifications or Standards Required to Perform Essential Job Functions:

Physical Requirements: Must be able to use various equipment and classroom tools such as computers, copiers, calculators, pencils, scissors, and equipment for students with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull, or otherwise move objects. Due to the time spent standing and/or walking, physical requirements are consistent with those for light work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (similar to or divergent from evident standards) of data, people, or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments, and/or directions from superiors.

Physical Communication: Requires the ability to talk and hear (talking: expressing or exchanging ideas using spoken words; hearing: perceiving the nature of sounds by ear). One must be able to communicate via telephone.

Language Ability: This requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, and other documents, and to prepare correspondence, simple reports, forms, instructional materials, and other documents using a prescribed format.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret various technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: The ability to record and deliver information, explain procedures, and follow oral and written instructions. Must communicate effectively and efficiently in various technical or professional languages, including medical, legal, and counseling terminology.

Numerical Aptitude: Requires the ability to utilize mathematical formulas, add and subtract, multiply and divide, utilize decimals and percentages, and apply the principles of descriptive statistics, statistical inference, and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately when using office equipment.

Manual Dexterity: Requires handling various items, including office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing effectively under stress and in emergency situations.

Knowledge, Skills, and Abilities:

• Ability to constantly monitor students'' safety and well-being, particularly when participating in an inclusive activity.
• Ability to motivate students.
• Ability to maintain a clean and orderly environment.
• Ability to perform general clerical duties.
• Ability to maintain order and discipline in a classroom.
• Ability to operate standard office machines.
• Ability to maintain essential files and records.
• Ability to understand and follow oral and written instructions.
• Ability to establish and maintain effective working relationships as necessitated by work assignments.

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Term of Employment: 10 Months

FLSA Status: Exempt

Salary Grade: NC Teacher Salary plus Local Supplement

DISCLAIMER:

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees in this job.

April 2025

August 2025

Camden County Board of Education, Camden, NC 27921