Chemistry Teacher

chemistry teacher responsibilities are to evaluate and grade students' class work, laboratory performance, assignments, and papers; maintain student attendance records, grades, and other required records; plan, evaluate, and revise curricula, course content, and course materials and methods of instruction; prepare course materials such as syllabi, homework assignments, and handouts; maintain regularly scheduled office hours to advise and assist students; compile, administer, and grade examinations, or assign this work to others; keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences; initiate, facilitate, and moderate classroom discussions; collaborate with colleagues to address teaching and research issues; advise students on academic and vocational curricula and on career issues; participate in campus and community events; establish, teach, and monitor students' compliance with safety rules for handling chemicals, equipment, and other hazardous materials; select, order, and maintain materials and supplies for teaching and research, such as textbooks, chemicals, and laboratory equipment; supervise students' laboratory work; serve on committees or in professional societies; prepare and deliver lectures to undergraduate or graduate students on topics such as organic chemistry, analytical chemistry, and chemical separation; participate in student recruitment, registration, and placement activities; serve on academic or administrative committees that deal with institutional policies, departmental matters, and academic issues; prepare and submit required reports related to instruction; act as advisers to student organizations; write grant proposals to procure external research funding; compile bibliographies of specialized materials for outside reading assignments; conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media; supervise undergraduate or graduate teaching, internship, and research work; perform administrative duties such as serving as a department head; provide professional consulting services to government or industry.

The Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods, principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects, arithmetic, algebra, geometry, calculus, statistics, and their applications, the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar, Knowledge and prediction of physical principles, laws, their interrelationships, and applications to understanding fluid, material, and atmospheric dynamics, and mechanical, electrical, atomic and sub- atomic structures and processes.

the best units and plans aligned to standards are for naught if I don't also assess student's progress toward mastery (task).

In assessing students, I use both formative and summative assessment procedures. The types of formative assessments I use entail gathering immediate data to check for understanding. For example, I might insert a short verbal quiz into the lesson or use thumbs up/down or an exit ticket to assess class mastery of a concept. I can quickly get an idea of who needs more help and have some students work on completing a problem set in the packet while I call others together to reteach or explain differently. Summative methods include graded quizzes, tests, culminating projects, and lab reports. Throughout the term I also grade and assess participation in discussions, group projects, and timeliness turning work in.

The goal of my assessment activities is to give students and myself data to measure their growth toward mastery of each learning objective. Students can take control of their learning and I can give a grade that accurately reflects what the student knows and is able to do.