District Support Teacher

Position Purpose

Delivers rigorous instruction to students in order to promote intellectual, social, and physical growth; ensures that regardless of socioeconomic factors every child is prepared for accelerated learning to compete in a global economy. Provides standards‑based, data‑driven, differentiated instruction that engages students. Creates safe and supportive learning environments that maximize learning while supporting campuses through flexible instructional assignments based on district needs.

Campus Principal

$68,000

212

Exempt

The District Service Teacher is a district‑wide instructional support role designed to provide flexible educational services based on campus, student, and district needs. While maintaining the professional responsibilities and qualifications of a classroom teacher, the teacher may provide instructional intervention services, classroom support, instructional continuity, short‑term coverage, and other assigned teaching duties across campuses, grade levels, and content areas as appropriate.

Assignments may vary throughout the school year in response to district priorities, staffing needs, and student support requirements. The teacher may be assigned to support one or multiple campuses and may be required to adjust work locations and responsibilities as directed by the District. In the event of a permanent or intermittent classroom vacancy, the teacher may be temporarily or permanently assigned to serve as the teacher of record for a classroom assignment, assuming all duties and responsibilities associated with that position.

• Design clear, well‑organized, sequential lessons that build on students’ prior knowledge; provide opportunities for enrichment and differentiation and project‑based learning to foster collaboration, creative thinking, and extended interaction among students.
• Create developmentally appropriate, standards‑driven lessons that reflect evidence‑based best practices.
• Develop lessons that meet the needs of diverse learners, adapting methods as needed.
• Communicate clearly and accurately; engage students in a manner that encourages persistence and best effort.
• Promote complex, higher‑order thinking; lead class discussions and activities that provide opportunities for deeper learning.
• Ensure student understanding through consistent monitoring, immediate feedback, and lesson adjustments as appropriate.
• Assess and document student mastery of curriculum objectives and progress using frequent, appropriate, ongoing, and multiple assessment tools; employ interventions and formal/informal assessment procedures, including standardized tests, formative assessments, performance tasks, enrichments, and observations.

• Reinforce and demonstrate the belief that all students have the potential to achieve at high levels; support all students in pursuing social‑emotional learning and academic success.
• Acquire, analyze, and use background information (familial, cultural, educational, linguistic, developmental) to engage students in the learning process.
• Facilitate each student’s learning by employing evidence‑based practices and concepts related to learning and social‑emotional development.

• Understand the major concepts, key themes, multiple perspectives, assumptions, processes of inquiry, structure, and real‑world applications of assigned grade‑level and subject‑area content.
• Design and execute quality lessons that align with the concepts of the assigned discipline and state standards, demonstrating content expertise.
• Show content‑specific pedagogy that meets the needs of diverse learners using engaging instructional materials to connect prior content knowledge to new learning.

• Create a mutually respectful, collaborative, and safe community of learners by applying knowledge of student development and backgrounds.
• Organize the classroom in a safe and accessible manner that maximizes learning.
• Establish, implement, and communicate consistent routines for…