Es Lower Elementary Classroom Teacher

**Position Responsibilities** **Elementary School Educator Responsibilities** **1. Classroom Culture & Student Well-being**: - Foster Student Belonging: Cultivate a caring, joyful, and purposeful learning community where all students feel valued, respected, and motivated. - Promote Social-Emotional Learning: Utilize principles like Responsive Classroom to support the physical, emotional, and intellectual well-being of every student. - Uphold School Values: Model the school's Core Values of respect, responsibility, honesty, fairness, and compassion in all interactions with students, staff, and the community. - Implement Culturally Responsive Practices: Create a learning environment that is culturally responsive and affirming of students' identities. **2. Curriculum & Instructional Planning**: - Standards-Based Planning: Use a planning framework to identify essential learning based on Common Core State Standards (CCSS), learning targets, and a culturally responsive curriculum. - Interdisciplinary & Real-World Connections: Design curriculum that demonstrates an understanding of interdisciplinary teaching and connects learning to real-world issues. - Collaborative Curriculum Development: Work with PLC teams and administration to develop cohesive curriculum materials, establish common goals, and participate in curriculum review and budgeting. **3. Pedagogy & Instructional Delivery**: - High-Impact Instruction: Employ current, research-informed pedagogical practices and high-impact instructional strategies to deliver engaging lessons. - Differentiated Learning Experiences: Design and implement collaborative and differentiated learning experiences that meet the diverse academic and social-emotional needs of all students. - Flexible Grouping: Use data to flexibly group students based on their individual needs, abilities, and assets. - Technology Integration: Integrate technology in innovative ways to enhance daily instruction and student learning. - Responsive Interventions: Respond to learners’ diverse needs, including those related to emerging multilingualism and neurodivergent profiles, by using measurable, research-informed interventions and extensions. **4. Assessment & Data-Driven Practices**: - Comprehensive Assessment System: Design and use a variety of quality formative, summative, and self-guided assessments to provide students with frequent feedback. - Monitor and Adjust: Continuously monitor student learning through standards-based assessments and data analysis to make appropriate modifications to goals and strategies. - Communicate Progress: Use assessment data to accurately communicate student growth and achievement. **5. Collaboration & Professional Growth**: - Engage in Professional Learning Communities (PLCs): Actively collaborate with team members to plan curriculum, give and receive feedback, and engage in professional reflection and learning. - Practice Co-Teaching: Engage in co-teaching practices and utilize flexible learning spaces with intention and purpose. - Commit to Continuous Improvement: Strive for self-improvement as a lifelong learner by actively engaging in professional development and feedback cycles with coaches and principals. - Support School-Wide Programs: Cooperate with and participate in the planning and evaluation of the overall school program as needed. **6. Community & Family Engagement**: - Extend Learning Beyond the Classroom: Engage students in meaningful extracurricular activities such as coaching, clubs, field trips, or service projects. **Position Requirements & Qualifications** - Bachelor’s Degree in relevant field - Master’s Degree in relevant field preferred - Teaching license or a degree in education - At least two years of full time teaching experience preferred - Standards-based curriculum experience preferred - Experience working as part of a learning community and leveraging flexible spaces preferred - Training and experience with the Science of Reading approach to literacy instruction preferred - Experience teaching multilingual learners in general classroom settings preferred - Excellent verbal and written English language skills - Confident technology skills for teaching and administrative tasks **Working Requirements** - Sponsoring and/or coaching after school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extra curricular activity. Each faculty member is expected to do a minimum of one category 1 activity or sport per year. - Mandatory attendance of school orientation and participation in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night"). - Attend Responsive Classroom professional learning (virtual), specified by the school, in the months prior to the official start of employment. - Attend Illustrative Math professional learning (virtual), specified by the school,