Anticipated Elementary Classroom Teacher

WARDSBORO ELEMENTARY SCHOOL

JOB DESCRIPTION

JOB TITLE: Classroom Teacher

REPORTS TO: Principal or Designee

APPROVED BY: Superintendent of Schools

UPDATED: 4/2025

FLSA STATUS: Exempt

POSITION OBJECTIVE(S): Classroom teachers are the primary source of instruction and behavioral/social-emotional suport for our students, and the ideal candidate will have a deep understanding of the various content areas. This teacher should be innovative, student-centered and open to engaging students in creatvie, experiential, project-based learning opportunities. Experience with Bridges Math and EL Education Literacy curriculum is a plus.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

PLANNING & PREPARATION

• Effectively integrates solid content knowledge into the curricula, makes connections between the content and other parts of the student discipline(s), and develops relationships among topics and concepts in teaching plans and practices.
• Integrates current evidence based instruction practices, research, and pedagogical strategies into teaching plans and practice, to assure the most effective educational program for our students.
• Demonstrates knowledge and understanding of students including: intellectual, academics, social, and emotional characteristics of age group; students' varied approaches to learning; student skills and knowledge; student interests and cultural heritage; and student family, school and community context.
• Selects and integrates instructional goals that are valuable, clearly stated, measurable, suitable for diverse students, and that create opportunities for different types of learning.
• Seeks and effectively utilizes all available school and district teaching and student resources to enhance instruction and learning.
• Designs coherent instruction (including learning activities, instructional materials and resources, instructional groups, lesson and unit structure and the like) that reflects current best practices in the field, is evidence based, and supports the instructional goals.
• Accurately and thoroughly assesses student learning using instructional goals; clearly communicates assessment criteria and standards to students; and effectively utilizes assessment results to plan for individuals and groups of students. Plans should be made available upon request.
• Uses student assessment information to collaborate with other professional staff in developing responsive intervention strategies (IEP, EST, 504, ELL) for diverse learners.

LEARNING ENVIRONMENT

• Creates and maintains an environment of respect and rapport. Develops a positive and engaging culture in a warm and positive classroom environment.
• Establishes a culture for learning that incorporates the importance of the content, student pride in high quality work, and high expectations for student achievement.
• Effectively and efficiently manages classroom procedures including instructional groups, transitions, materials and supplies handling, and the performance of non-instructional duties.
• Assures productive, effective, and efficient use of para-educators and volunteers in the classroom.
• Effectively manages student behavior by clearly communicating expectations, monitoring student behavior at all times, and successfully and respectfully responding to student behavior and misbehavior. Develops and implements effective student behavior support plans, as needed, and aligns behavior management to school expectations.
• Monitor student learning and individual progress to ensure student progress and to provide targeted interventions to support students in academic, behavioral, and/or sociall emotional skills. (knowledge of MTSS is a plus)
• Effectively organize classroom furniture and other physical resources to promote learning, safety and accessibility.
• Provides an emotionally safe learning environment where students are encouraged to take risks, support their peers, and grow as a community.

INSTRUCTION

• Communicates directions and procedures clearly, accurately and effectively both in spoken and written language. Provides a variety of modalities to accommodate different learning needs of students.
• Effectively utilizes questioning and discussion techniques in the classroom to promote student participation and to successfully engage students in the discussion.
• Effectively and appropriately engages students in learning to maximize student comprehension of the lesson through representation of content, activities and assignments, instructional groupings, instructional materials and resources, structure and pacing, and the like.
• Uses research based best practices and design and implement units and lesson plans
• Creates standards based lesson plans based on CCSS by content area and grade level bands.
• Uses a multi-tiered system to deliver instruction and provide support for all students.
• Uses formative assessment to inform daily practice, adjust instruction and provide leveled supports for all students.
• Adheres to the WCSU LCAS to ensure data-driven lessons and skills are a part of daily practice.
• As applicable, designs lessons using proficiency based learning outcomes.
• Provides all accommodations and notifications necessary for students to access their education.
• Provides accurate, substantive, constructive, specific and timely feedback on student progress and performance to students, parents, and other professionals as needed or required.
• Demonstrates flexibility and responsiveness to student needs by effectively making adjustments to the lesson, persistently seeking thoughtful alternative approaches/strategies/resources, and successfully accommodating students’ questions or interests to enhance student learning.

OTHER PROFESSIONAL RESPONSIBILITIES

• Accurately and thoroughly assesses a lesson’s effectiveness and the extent to which it achieved its goals, and effectively modifies the lesson plan for future use to enhance student learning.
• Maintains accurate records of : student attendance, needs, interventions, progress, achievement participation and engagement.
• Participates in the WCSU Supervision and Evaluation system, following the professional expectations of the Framework for Teaching (Danielson)
• Participates in and support School initiatives.
• foster positive communication with students and between school and home;
• Works effectively, cooperatively and respectfully with supervisors, colleagues, subordinates, and other professionals and outside agencies.
• Participates in EST and Special Education processes including (but not limited to) meetings, providing information for the referral processes, screening referred students, providing thoroughly documented supplemental support, and consulting services as requested.
• Actively participates in school events, workshops, in-service meetings, teacher trainings, building level staff meetings, district meetings, and other school and district committees/projects, making substantial contributions.
• Seeks out and actively participates in opportunities for professional development to enhance content knowledge and teaching skills, to support district goals and school action/strategic plans, and/or as may be directed by the Administration.

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Education and Experience. Bachelor’s degree and Vermont adopted standards required.
• Certifications and Licenses. Holds or is eligible to hold a Vermont Teaching License. Holds or is eligible for the appropriate endorsement(s) for assignment.
• Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district standards or regulations. Ability to effectively present information to and respond to questions from administrators, parents, peers, board members and the general public.
• Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Computer Skills and Experience. Excellent basic computer skills and understanding of the integration of academic technology strategies required.
• Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress.

TO APPLY: Submit a cover letter, resume, three current references (or 3 current litters of reference, copies of trasncripts and a copy of your teaching license.