Elementary Teacher (Second Grade) 2026-2027

E. P. Todd School; Spartanburg (SC); On-site; USD 38,000 - 56,000; Full time

Job summary

E. P. Todd School in Spartanburg, SC seeks an Elementary Teacher for the 2026-2027 year. The role focuses on delivering engaging second-grade instruction, aligning lessons to standards, and fostering a positive classroom climate.

The ideal candidate holds a South Carolina Elementary or Early Childhood teaching certificate and demonstrates strong communication with students, families, and staff. Immediate starting date and ongoing professional development are offered.

Qualifications

• Must hold or be eligible for a South Carolina Elementary or Early Childhood teaching certificate.
• Responsibilities include creating and delivering lessons aligned to standards.
• Demonstrates professional communication with staff, parents, and students.

Responsibilities

• Prepares a lesson plan sufficient to instruct the lesson.
• Maintains confidentiality of student information.
• Communicates needs of the classroom to appropriate personnel.
• Collaborates with staff to support student development.
• Ensures a safe, respectful classroom environment.
• Plans for instruction with clear behavioral objectives.

Skills

Lesson planning

Classroom management

Communication

Professional collaboration

Education

SC Elementary or Early Childhood teaching certificate

Job description

Elementary Teacher (Second Grade) 2026-2027

Spartanburg7 E. P. Todd School - Spartanburg, South Carolina Open in Google Maps

This job is also posted in CERRA-SC , and Spartanburg7

Job Details

Job ID: 5946624
Application Deadline: Posted until filled
Posted: Oct 01, 2026 4:00 AM (UTC)

Starting Date: Immediately

Job Description

To help students learn subject matter and/or skills that will contribute to their development as mature, able, and responsible men and women.

Must have or be eligible for a SC Elementary or Early Childhood teaching certificate.

SPECIFIC DUTIES AND RESPONSIBILITIES
ESSENTIAL JOB FUNCTIONS

• Has a prepared lesson plan that is sufficient for instructing the lesson.
• Exercises proper care of materials and equipment.
• Communicates needs of the classroom to the proper personnel.
• Arrives for work at the assigned hour and does not leave before the assigned time.
• Communicates appropriately and effectively with other staff members, parents, students, and with administration.
• Accepts assistance, advice, and guidance from people responsible for supervising his/her performance and makes a concerted effort toward improving or refining skills.
• Shares ideas, plans, materials, and facilities.
• Alert to the district’s, school’s, and his/her own goals and priorities and seeks professional development appropriate to these needs.
• Keeps in confidence information that has been obtained in the course of professional service, unless disclosure serves professional purpose or is required by law.
• The teacher, in his/her association with others, respects the rights, feelings, and differences among individuals, and communicates directly with the person(s) involved in any situation.
• While exercising his/her contractual responsibilities, complies with those state and local restrictions pertaining to the use of controlled substances, tobacco products, alcohol, and dress.
• Does not verbally or physically harass students.
• Does not use profanity in the presence of students.
• Does not have any sexual contact with students.

Standards -
1. Classroom Management

• The teacher begins the class
• The teacher communicates to students those behaviors expected of them, or there is evidence that expected behaviors have been explained
• Student exhibit classroom behaviors, which allow for maximum on-task behavior from all participants
• Inappropriate behaviors receive immediate and appropriate teacher attention and response

2. Materials

• The teacher chooses appropriate materials and/or equipment for teaching a class activity
• The teacher handles efficiently the materials and/or equipment in the classroom

Planning for Instruction - Plan effectively with respect to establishing teaching strategies, which allow the attainment, by the students, of the lesson’s behavioral objective.

• The teacher utilizes a clinical approach to teaching. (Adequate diagnosis and prescription of evidence by students’ )
• The teacher uses Lesson Plan Format, as
• The behavioral objective for the lesson is appropriate for the students

Teaching the Lesson - Recognizes student differences in needs, abilities, and interestsand imparts instruction so that these differences are met.

• Tells the student exactly what is to be learned in the classroom
• Tells the student the purpose of the learning and makes it meaningful
• Relates the learning from the lesson being taught to previous learnings and verbalizes transfer for the students.
• Students are told how they will be accountable for demonstrating proficiency in the lessons
• Gives students information about the upcoming lesson
• Demonstrates sound, up-to-date knowledge of the subject matter
• Checks periodically throughout the lesson for the students’ understanding of the lesson
• Provides practice experiences for the students of the appropriate number and variety to insure mastery
• Carefully monitors the guided practice for experience to insure that students get immediate feedback as to the correctness of their work
• Demonstrates knowledge of reinforcement theory throughout the lesson
• Each aspect of the lesson gives evidence of the teacher’s attention to maintaining a
• classroom climate conducive to learning (Feeling Tone).
• The activities of the lesson demonstrate the teacher’s desire to include the interests of the students in the classroom.
• Encourages, praises, and/or acknowledges student effort
• Manages instruction in such a way that each student shows some measure of progress
• There is evidence that practice is scheduled in such a manner as to guarantee retention
• Gives students the opportunity to verbalize the critical attribute(s) of the learning before leaving the lesson.
• Collects data from the lesson that enables him/her to evaluate each student’s performance, and assists in planning tomorrow’s lesson.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Requires work that involves walking or standing some of the time and involves exerting up to 50 pounds of force on a recurring basis.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or compositional characteristics (whether like or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability of speaking and/or signaling people to convey or exchange information. Includes receiving assignments and/or directions from supervisor.

Language Ability: Requires the ability to read a variety of documents. Must be able to speak with poise, voice control and confidence and to articulate information to others.

Intelligence: Requires the ability to apply logical thinking to define problems, collect data, establish facts and draw valid conclusions; to interpret an extensive variety of instructions in oral, written or diagrammatic form; to deal with several abstract and concrete variables. Must have the ability to comprehend and interpret received information and the ability to comprehend and implement basic machinery functions.