Middle School Elective Teacher

Middle School Elective Teacher (26.27 School Year)

The Elective's Teacher at KIPP St. Louis is an exemplary educator who drives strong student outcomes through high-quality, standards-aligned instruction. This role is open to teachers across all grade levels and content areas who demonstrate deep content expertise and a commitment to ensuring all students achieve at high levels. Electives Teachers design and deliver rigorous lessons, use data to inform instructional decisions, and continuously monitor student progress toward ambitious goals.

They also contribute to a collaborative team environment by engaging in shared planning, reflecting on practice, and supporting collective improvement across classrooms. Ultimately, the Elective's Teacher plays a critical role in ensuring consistently strong teaching and learning experiences for all students.

Position type:
Full-time, Exempt, 10-Month

Reporting & Collaboration

• Direct Manager:
  Principal
• Direct Reports:
  None
• Key Collaborators:
  Assistant Principal, Instructional Coach, Teachers, and Regional Support

Inputs:
What will I be doing in my day-to-day work?

Grade-Level Rigor & Access

• Plan and deliver instruction where all students engage in grade-level standards, texts, and rigorous tasks daily
• Internalize curriculum to ensure alignment to standards, pacing, and high-quality outcomes
• Design and execute tasks that require students to analyze, justify, and apply learning
• Provide scaffolds that increase access without lowering rigor, including modeling, guided practice, and strategic supports
• Anticipate misconceptions and plan targeted supports to ensure all students can access grade-level content

What will I be evaluated on?

Instruction consistently ensures that all students engage in grade-level standards, tasks, and content aligned to curriculum and pacing, with scaffolds that maintain rigor. Student work demonstrates analysis, justification, and application, resulting in increased access and success with grade-level learning.

Student Engagement

• Design lessons where students do the majority of the thinking, talking, reading, writing, and problem-solving
• Facilitate structured academic discourse that requires students to explain, justify, and build on ideas using academic language
• Use questioning and task design to promote analysis, reasoning, and cognitive lift
• Create opportunities for students to make connections, defend thinking, and engage in meaningful dialogue
• Ensure engagement reflects cognitive work, not just participation or compliance

Culture of Learning

• Establish and maintain a classroom environment grounded in high expectations, strong routines, and productive struggle
• Implement systems that maximize instructional time and ensure students remain focused, accountable, and independent
• Create a safe and structured environment where students take academic risks and persist through challenging work
• Reinforce consistent expectations for behavior and learning aligned to school-wide systems
• Build strong relationships with students and families to support both academic and cultural outcomes

Assessment for Learning

• Embed frequent checks for understanding into daily instruction to assess student thinking in real time
• Analyze student responses and adjust instruction immediately to address misconceptions and advance learning
• Provide clear, timely, and actionable feedback that enables students to improve their work
• Monitor student progress toward learning goals and ensure students understand success criteria
• Implement data-driven cycles, including reteach and intervention, to accelerate student achievement

Outcomes & Accountability:
Professional Practice & Contribution

• Consistent alignment to the KIPP St. Louis Instructional Framework in planning, instruction, and reflection
• Active participation in collaborative planning, data analysis, and professional learning
• Responsiveness to coaching, with observable growth in instructional practice over time
• Contribution to instructional coherence across classrooms and teams

What skills should I already bring, i.e., what should I already have a track record around?

• Demonstrated ability to drive measurable student achievement and growth
• Strong classroom management and ability to create structured learning environments
• Effective use of data to inform instruction and close learning gaps
• Ability to plan and execute high-quality, standards-aligned lessons
• Proven collaboration with colleagues to improve instructional outcomes
• Strong communication skills with students, families, and staff

What should I know a lot about already, i.e., what should I have expertise in?

• Deep understanding of grade-level standards and content in your subject area
• Research-based instructional strategies and best practices
• Data-driven instruction cycles, including assessment analysis and reteach planning
• Curriculum internalization and lesson planning aligned to rigorous outcomes
• Strategies for supporting diverse learners, including intervention and differentiation
• Classroom culture systems that maximize…