Elementary Teacher; K-2

Job Description

Title:

Elementary Teacher (K-2)

Reports To:

Principal

Department:
Kindergarten - 2nd grade self-contained classroom

Bargaining Unit: X CBEA

Hours / FTE: 40 hours per week, 1.0 FTE

No. of Work Days: 190

Salary

Schedule:

As scheduled

Position Description

We are looking for an educator who is committed to creating an engaging, inclusive classroom environment where all students can thrive both academically and socially. The ideal candidate will bring enthusiasm for teaching elementary students, a strong understanding of instructional best practices through Multi‑Tiered System of Supports (MTSS), and a desire to support school‑wide goals in literacy, math, student engagement, and behavior.

Experience or interest in Oregon Response to Instruction and Intervention (ORTIi) is a plus.

• A minimum of a bachelor’s degree
• Holds a teaching license from Teacher Standards and Practices Commission in the State of Oregon
• Strong ability to work as a team member

• Creates an environment of safety, respect, and rapport.
• Establishes a culture for learning.
• Manages and maintains classroom procedures.
• Manages and maintains student behavior.
• Manages and maintains the classroom’s physical space.

• Writes and utilizes short‑term and long‑term plans for instruction.
• Plans activities of high quality in keeping with district‑adopted goals, standards, and curriculum.
• Plans and develops goals and objectives to meet identified student outcomes.
• Monitors student understanding and adjusts plans based on student learning needs and styles.
• Demonstrates skill in the selection of various teaching techniques and instructional materials conducive to student learning.
• Differentiates instruction to accommodate diverse student abilities, learning profiles, and interests, ensuring all students access grade‑level content.
• Implements evidence‑based instructional strategies within a MTSS to proactively address academic and behavioral needs.
• Integrates literacy‑based instruction across content areas to support reading, writing, listening, and speaking skills development for all students.
• Utilizes a variety of instructional techniques, strategies, and materials necessary to the lesson and/or activity, including district and state adopted curriculum.
• Uses student performance data to guide instructional decisions, monitor progress, and inform interventions that support individual and group learning needs.
• Promotes an inclusive learning environment by ensuring equitable access, removing barriers, and celebrating the diversity of all learners, including students with disabilities, English language learners, and those from historically underserved groups.

• Establishes classroom procedures that promote student learning and self‑discipline.
• Holds high expectations of student learning and aligns curriculum to state standards.
• Promotes respect and empathy among students of different socioeconomic, cognitive, and cultural backgrounds.
• Establishes student objectives that promote student growth.
• Makes use of alternative assessments (when appropriate) as well as traditional assessments.
• Uses a grading system that is consistent, fair, and supportable.
• Assesses, records, and provides feedback to students on their progress and assignments in a timely manner.

• Continues professional growth through the upgrading of skills and knowledge.
• Communicates effectively, positively, and in a timely manner with school personnel, the public, and parents.
• Collaborates effectively with students, parents, the public, teachers, administration, and other staff.
• Acts in a discreet and professional manner when discussing students and/or school problems.
• Contributes to and maintains a culture of collaboration that embraces continuous learning, takes ownership of student results, and celebrates individual and collective successes.
• Writes and follows personal performance goals in accordance with Teacher Standards and Practices Commission’s Professional Development Plan (TSPC Division 90).
• Maintains appropriate teacher‑student relationships as outlined in the “Ethical Educator” (TSPC…