Teacher - Bilingual 4th​/5th Grade Reading Language Arts; Henrie

Teacher - Bilingual 4th/5th Grade Reading Language Arts (Henrie) – Job

• Position Type:
  Professional – Teacher Level (Elementary)/ Elementary Teacher
• Date Posted: 5/4/2026
• Location:
  
  Henrie Elementary School
• Shift Type:
  Full-Time
• Wage/Hour Status:
  Exempt
• Reports To:
  
  Principal
• Employment Begins:  School Year

To plan, develop, and implement an effective instructional program in a way that includes the best use of research findings, time, space, available technology, financial and community resources, so that student achievement will be maximized for all students whose primary language is Spanish.

Bachelor's Degree, with appropriate state certification for subject and level assigned.

• Proficiency in speaking, writing, reading, and listening Spanish
• Demonstrated cognitive understanding of the subject matter and pedagogical skills in the teaching field
• Excellent communication skills
• Ability to instruct students and manage their behavior
• Excellent public relation and interpersonal skills
• Knowledge and understanding of change processes, organizational development, conflict resolution, and facilitation skills
• Highly effective organizational and consensus building skills
• Ability to develop and implement short and long‑range instructional plans based on effective strategies, student needs, and performance data
• Understanding of various learning styles and ability to adapt instruction to developmental needs
• Understanding of cultural diversity and ability to provide instruction appropriate to diverse cultures and populations
• Ability to develop instructional strategies, technologies, resources, and techniques for problem‑solving and critical thinking skills
• Knowledge of multiple assessment techniques for monitoring progress, modifying instruction, and setting goals
• Effective communication techniques, including verbal, nonverbal, and media communication sensitive to student differences and needs
• Basic understanding of the impact of technology in assigned curricular areas
• Compliance with all MISD policies and procedures
• Ability to perform other duties as assigned

• None required beyond certification from an accredited teacher preparation program
• Alternatives to the above qualifications as the Administration may find appropriate and acceptable

• Plan, organize, and provide appropriate learning experiences within the assigned area(s) of responsibility
• Create a classroom environment conducive to learning and appropriate to the maturity, interest, and abilities of students
• Guide the learning process toward the achievement of established district curriculum goals
• Employ a variety of instructional techniques and media, consistent with the physical limitations of the location and the needs and capabilities of the students or groups involved
• Assess student accomplishments regularly, provide progress reports as required, and communicate with parents as needed
• Identify special needs of students and seek assistance of others as needed
• Work cooperatively with special education teachers to modify curricula as needed for special education students according to Individual Education Plan guidelines
• Develop a student behavior plan consistent with established administrative policies
• Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation
• Take all necessary precautions to protect students, equipment, materials, and facilities
• Be available to students and parents on a daily basis, by appointment as needed
• Plan and supervise assignments for teacher aides, volunteers, and student teachers, and provide written evaluation as required
• Maintain an ongoing professional growth program that fulfills district requirements and personal expectations as a professional
• Participate actively in the district‑approved teacher evaluation process, contributing to a mutual agreement concerning evaluation results
• Attend campus and district meetings to promote communication and mutual decision‑making among staff
• Attend established traditional school‑sponsored activities (e.g., student orientations, open house, programs, and activities) as agreed upon by the building principal and faculty
• Perform other duties as assigned

• Aides, student teachers, student groups, etc., as assigned by the administration

• Communicating well, making multiple decisions regarding students’ educational, physical, and emotional well‑being, and maintaining emotional control under stress
• Standing, walking, and verbalizing for long periods of time
• Lifting or moving small stacks of textbooks, media equipment, desks, and other classroom equipment
• Engaging in frequent prolonged and irregular hours

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.