Teacher - Grade 4 @ Groff Elementary

Starting Date: Aug 17, 2026

4TH GRADE TEACHER AT GROFF ELEMENTARY SCHOOL

The Elementary Teacher is responsible for providing high-quality instruction and a positive, inclusive learning environment for students. This position requires the planning and delivery of standards-based lessons that support the intellectual, social, emotional, and physical development of all students. The teacher will use a variety of instructional strategies to meet the diverse needs of learners, monitor and assess student progress, and maintain clear communication with families and staff.

The ideal candidate demonstrates a deep understanding of child development, a commitment to continuous professional growth, and the ability to build strong relationships with students, families, and colleagues. This position plays a critical role in fostering a safe and respectful classroom culture that promotes curiosity, critical thinking, and a lifelong love of learning.

• Bachelor's degree or post-graduate work in Elementary Education. Master’s degree preferred.
• Valid Washington State teaching certificate with endorsement in Elementary Education (K-8)
• Demonstrated understanding of research-based instructional strategies and assessment practices that support effective instruction.
• Recent successful experience working with educators in demonstrating and modeling effective instructional strategies and assessment practices.
• Demonstrated knowledge of needs of diverse learners and strategies for addressing these needs.
• Understanding of appropriate local and state standards.
• Maintain integrity of confidential information relating to students, staff and district patrons.
• Evidence/demonstration of use of technology to enhance student learning or willingness to learn.
• Demonstrated organizational skills and commitment to follow through on tasks.
• Demonstrated ability to establish and maintain excellent working relationships with students, teachers, school administrators, support personnel, and community members.
• Demonstrated ability to effectively communicate orally and in writing.

Centering instruction on high expectation for student achievement by:

• Communicating expectations verbally and in writing for learning and achievement.
• Consistently conveying rigorous expectations to students and parents.
• Demonstrating how results impact daily instruction.
• Conducting learning activities that are aligned to lesson objectives and priority standards.

Demonstrates effective teaching practices by:

• Effectively utilizing research based instructional practices.
• Aligning instructional behaviors with best practices of the learning process.
• Remaining current in content related pedagogy.
• Structuring and pacing to the appropriate level of the learners.
• Utilizing questioning that requires higher level thinking skills.
• Clearly articulating directions and teaching necessary procedures in order for students to be successful.
• Effectively modify curriculum and differentiate instructional practices to support student learning.

Recognizes individual student learning needs and develops strategies to address those needs by:

• Knowing and utilizing intervention strategies under the appropriate conditions.
• Differentiating the learning activities to address the developmental characteristics of his/her students.
  
  Demonstrating a persistent attitude that all students can learn.
• Communicating the individual needs of students.
• Communicating clear learning targets.
• Providing a student friendly lesson and unit structure.
• Ensuring instructional materials and resources are aligned and appropriate for the learning target.
• Activating prior knowledge to support learning.
• Identifying the critical content to be taught within the time allotted.

Fosters and manages a safe, positive learning environment by:

• Establishing positive relationships with all students.
• Consistently monitoring student behavior and rewarding and correcting frequently in a respectful manner.
• Organizing the environment and the lesson to the extent that transitions between activities do not take away from instructional time.

Uses multiple student data elements to modify instruction and improve student…