Elementary General Education Teacher (Immediately Hiring)

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

 

Students consistently do the cognitive work of the lesson, engaging in meaningful discourse, reasoning, writing, and problem-solving. Engagement is driven by rigorous thinking, with students independently explaining, justifying, and building on ideas using academic language.

 

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

 

The classroom reflects high expectations, strong routines, and maximized instructional time, resulting in a focused and productive learning environment. Students demonstrate independence, persistence, and productive struggle, taking academic risks within a safe and structured culture.

 

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

 

Instruction is continuously informed by frequent checks for understanding, with real-time adjustments based on student thinking. Students receive actionable feedback, engage in revision, and demonstrate measurable progress toward learning goals through effective data-driven instruction cycles. 

 

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

 

Student Achievement & Growth

• K-2: DIBELS proficiency and growth in early literacy

• K-8: i-Ready Reading and Math growth and proficiency

• 3-8: Missouri Assessment Program (MAP) performance

• 9-12: End-of-Course (EOC) exam results in tested subjects

• 9-12: AP exam participation, performance, and pass rates (where applicable)

• Demonstrated ability to translate strong Tier 1 instruction into measurable student outcomes

 

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 learning and student engagement