Elementary Teacher - 4th Grade

Elementary Teacher - 4th Grade -  School year

Starting Date: Aug 24, 2026

This position is to teach 4th Grade at Sherwood Heights Elementary School starting the  School Year.

Closing Date: Open until Filled

Job Description: The certified staff member under the general supervision of the building principal performs a variety of tasks, with major responsibility being the instruction and supervision of students.

Certification

Required:

The staff member must hold a valid license, with proper endorsements for the area of assignment as set by the Teacher Standards and Practices Commission and with those exceptions as noted by TSPC.

Salary Range: $55,252 to $109,125 depending on experience and education.

Benefits: Medical, Dental, Vision (District contributes $1960 per month), Life and Accidental Death Insurance.

Major

Job Responsibilities:

• 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.

Domain I:
Planning & Preparation

Standard 1:
Knowledge of Content

1.1 Shows an effective command of the subject to guide student learning.

1.2 Uses effective instructional resources, including technology, to communicate content knowledge.

1.3 Takes an active role in adopting new content standards and frameworks to their teaching.

1.4 Creates opportunities for students to learn practice and master academic language in their content.

Standard 2:
Knowledge of Students

2.1 Builds upon students’ knowledge and experience.

2.2 Uses school and district resources to support and advocate for student needs.

2.3 Recognizes and supports students’ learning styles.

2.4 Recognizes and supports students’ culture and heritage.

Standard 3:
Instructional Goal Setting

3.1 Selects appropriate instructional goals based upon national, state, and local standards.

3.2 Selects goals that are measurable and states them in terms of student learning.

3.3 Selects goals appropriate for students.

Standard 4:
Lesson Design

4.1 Designs coherent instruction that reflects research-based best practice.

4.2 Designs instruction that promotes critical thinking and problem solving.

4.3 Ensures that the curriculum is relevant to student needs.

4.4 Adheres to approved Scope and Sequence of subject matter.

4.5 Develops and implements supports for learner literacy development across content areas.

4.6 Considers individual student’s culture and heritage when planning lessons.

Standard 5:
Assessment Planning

5.1 Is familiar with content area, school, district, and state assessment methods and options.

5.2 Uses assessments that are congruent with instructional goals.

5.3 Develops and uses a variety of formative and summative assessment tools and information for planning, instruction, feedback, and reflection applicable to individual student’s background and needs.

Domain II:
Classroom Environment

Standard 6:
Climate of Respect and Learning

6.1 Creates an environment that promotes equity, respect, and positive interpersonal interactions.

6.2 Interactions are appropriate to developmental and cultural norms.

6.3 High expectations for student success, quality work, and student achievement.

6.4 Students are actively engaged.

6.5 Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and other’s differences related to background, culture and…