Anticipated* ELEMENTARY SCHOOL TEACHER

Kenowa Hills Public Schools; Grand Rapids (MI); On-site; USD 42,000 - 56,000; Full time

Job summary

KENOWA HILLS PUBLIC SCHOOLS is seeking an Elementary Classroom Teacher for anticipated openings during the 2026–2027 school year. The position requires a valid Michigan Elementary Teaching Certificate and a commitment to inclusive practices and personalized learning.

The role includes planning standards-aligned instruction, implementing MTSS, and maintaining student records. Candidates should be prepared to collaborate in PLCs and engage families in student progress.

Qualifications

• Valid State of Michigan Elementary Teaching Certificate
• High level of understanding of personalized learning models
• LETRS training preferred; willingness to complete LETRS training

Responsibilities

• Promote a personalized, student-centered approach to education with voice, choice, and agency.
• Prepare objectives and instructional outlines aligned with state standards and district curriculum.
• Utilize MTSS to identify and respond to student learning needs.
• Establish an inclusive classroom culture using PBIS and Capturing Kids’ Hearts methods.
• Differentiate instruction and adapt materials for diverse learners.
• Communicate with families regarding student progress and classroom activities.

Job description

POSITION: Elementary Classroom Teacher (Anticipated Openings – 2026–2027)

LOCATION: KENOWA HILLS PUBLIC SCHOOLS

START DATE/CALENDAR: 2026-2027 School Year / Per KHEA Master Agreement

SALARY/BENEFITS: As outlined in the KHEA Master Agreement

QUALIFICATIONS:

Valid State of Michigan Elementary Teaching Certificate

• High level of understanding of personalized learning models.
• Experience with the following programs preferred:Capturing Kids’ Hearts, Bookworms Reading Curriculum, Bridges Math Curriculum, i-Ready for assessment and instruction
• Evidence of LETRS training preferred; willingness to complete LETRS training required.
• Demonstrated commitment to inclusive teaching practices.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES:

• Promote a personalized, student-centered approach to education that incorporates voice, choice, and agency.
• Prepare course objectives and instructional outlines in alignment with state standards and district curriculum.
• Utilize a multi-tiered system of support (MTSS) to identify and respond to student learning needs.
• Establish a positive, inclusive classroom culture using PBIS strategies and the tenets of Capturing Kids’ Hearts.
• Plan and conduct balanced instructional programs that include direct instruction, inquiry, and hands‑on learning.
• Differentiate instruction and adapt materials to meet diverse academic, social, and developmental needs.
• Implement standard operating procedures (SOPs) that promote independence and collaboration.
• Use a variety of methods and technologies to actively engage learners and maximize instructional time.
• Establish clear learning targets and success criteria for all lessons, units, and projects.
• Assign and assess student work in accordance with building and district protocols.
• Monitor student performance through formal and informal assessment; maintain required attendance and academic records.
• Participate in Professional Learning Communities (PLCs) to collaboratively analyze data and improve practice.
• Engage in curriculum development, instructional planning, and continuous improvement efforts with colleagues.
• Maintain ongoing communication with families regarding student progress and classroom activities.

Essential Functions: Physical Demands & Work Environment

• Physical Mobility: Regularly required to stand for extended periods, walk throughout the school building, and move quickly to intervene in student safety situations or transitions.
• Instructional Positioning: Ability to frequently bend, stoop, kneel, crouch, or sit on the floor to work with elementary‑aged students at their eye level.
• Manual Dexterity: Sufficient finger and hand dexterity to operate computers, interactive whiteboards, and other classroom technology, as well as handle physical teaching manipulatives and student records.
• Lifting & Carrying: Must be able to occasionally lift and/or move instructional materials, books, or classroom furniture weighing up to 35–50 pounds.
• Communication: Must be able to speak clearly and audibly to deliver instruction and be heard in a busy classroom environment; must be able to hear and understand student responses and safety alarms.
• Visual Requirements: Close vision and distance vision are required to monitor student behavior in the classroom, on the playground, and during hallways transitions.
• Work Environment: The noise level in the work environment is usually moderate to loud. Work is performed primarily indoors, but includes supervision of students outdoors in various Michigan weather conditions (recess, bus duty).
• Mental Demands: Must be able to maintain professional composure and emotional stability under the stress of managing 20+ students, meeting strict deadlines, and responding to high‑pressure situations.
• Hearing: Ability to hear and respond to safety alarms and emergency communications.
• Safety: Maintain a safe learning environment, including the proper supervision of students in classrooms, hallways, and during school‑sanctioned activities.
• Evaluation: Actively participate in the district’s teacher evaluation process and demonstrate a commitment to continuous professional growth and improved student achievement.
• Professional Conduct: Must meet all continuing education requirements and maintain a professional record clear of any conduct that would impair the ability to work with minors

Note to New Employees:

Pursuant to PA 131 and PA 138 of 2005, the selected candidate must receive clearance from the Michigan State Police and FBI prior to employment. Candidate is responsible for the background check fee.

It is the policy of the Board that no staff member or candidate for a position in this District on the basis of race, color, religion, national origin, creed or ancestry, age, gender, marital status, height, weight, political belief or disability which does not impair an individual's ability to perform adequately in the individual's particular position or activity, shall be discriminated against, excluded from participation in, denied the benefits of, or otherwise be subjected to, discrimination in any program or activity for which the Board is responsible or for which it receives financial assistance from the U.S. Department of Education.

If you require accommodations during the application or interview process, please contact the Human Resources Department at [phone].