Hampden Meadows -Elementary Teacher Grade 4 (one year only)

Smithfield Public Schools; Barrington (RI); On-site; USD 50,000 - 95,000; Full time

Job summary

Join a dynamic educational environment at Smithfield Public Schools as an Elementary Teacher for Grade 4. The role emphasizes creating engaging lessons and implementing a comprehensive curriculum aligned with Rhode Island standards, fostering a passion for learning in elementary students. Ideal candidates will possess a bachelor's degree in education, Rhode Island certification, and a commitment to enhancing student capabilities through innovative instructional strategies.

Qualifications

• Must possess Teacher Certification by Rhode Island Department of Education.
• Bachelor's Degree in Elementary Education required.
• Experience in a student-centered learning environment preferred.

Responsibilities

• Implement district approved curriculum focused on workshop models and project-based learning.
• Evaluate student growth through regular progress updates.
• Create engaging and interdisciplinary learning experiences for students.

Skills

Creativity

Communication

Collaboration

Problem-solving

Education

Bachelor's Degree in Elementary Education

Teacher Certification by Rhode Island Department of Education

Master's Degree and dual certification in Special Education preferred

Job description

Hampden Meadows -Elementary Teacher Grade 4 (one year only)

Join to apply for the Hampden Meadows -Elementary Teacher Grade 4 (one year only) role at Smithfield Public Schools

Hampden Meadows -Elementary Teacher Grade 4 (one year only)

2 weeks ago Be among the first 25 applicants

Join to apply for the Hampden Meadows -Elementary Teacher Grade 4 (one year only) role at Smithfield Public Schools

QUALIFICATIONS: 1.Teacher Certification Granted by Rhode Island Department of Education 2.Bachelor's Degree with Certification in Elementary Education (Grades 1-6 or K-6) 3. Master's and dual certification in Special Education, MLL, or Reading Preferred REPORTS TO: Building Principal JOB GOAL: This individual will be responsible for developing and implementing the BPS elementary curriculum. Placement for 2025-2026 will be at the grade 4 level. Responsible for teaching elementary students to master and excel on grade-level expectations and Deep Learning Competencies through a variety of experiences, which include learning opportunities. Develop and implement the curriculum according to the National Standards, Rhode Island GSEs, and Deep Learning Competencies. PERFORMANCE QUALIFICATIONS: Must possess experience with developing in each student an interest in and the ability for learning, creativity, communication, collaboration, critical, character, and citizenship in a student-centered learning environment that connects high academic expectations, social-emotional learning, and experiential learning. PERFORMANCE RESPONSIBILITIES OF ELEMENTARY EDUCATION TEACHER: 1.Implement district approved curriculum with an emphasis on workshop models and project-based learning experiences. 2.Select and/or implement appropriate materials and activities appropriate to each level and provide for classroom lessons, open houses, portfolios and, community events. 3.Convey information and collaborate with school members, parents, and administration in a timely and organized manner. 4.Evaluate student growth and understanding by preparing regular progress updates. 5.Instill a passion for learning in the lives of the elementary child through fun, rigorous and creative lessons, incorporating technology, oral and written lessons, multicultural repertoire and movement. 6.Be able to work independently and confidently while also being aware of the larger goal of bringing a lifelong love of learning. 7.Create learning experiences (including interdisciplinary) using strong content knowledge that reflects an understanding of the nature of the communities and the world in which we live. 8.Determine each student's learning level and select appropriate materials and instructional aids to enhance learning. 9.Instruct skills in literacy, numeracy, science, and social sciences, providing interdisciplinary connections whenever possible. 10.Plan all lessons in accordance with the BPS curriculum guidelines and participate in ongoing curriculum updates through common planning time. 11.Actively engage in the school and District Professional Learning Communities appropriate to the position. 12.Provide instruction by which students develop an appreciation of self and others while understanding the importance of giving back to the local, state, national, and global communities. 13.Support students with learning differences and exceptionalities through Universal Design for Learning and Visible Learning Strategies and in collaboration with special educators, instructional coaches, specialists, and English Language Learner instructors. 14.Provide individual and small-group instruction to adapt the curriculum to the needs of students with varying abilities, and to accommodate a variety of instructional activities 15.Organize the classroom to create a learning environment that is safe and conducive to learning and student engagement. 16. Maintain professional competence through in-service education activities provided by the school and/or in self-selected professional growth activities. 17. Communicate with parents and school staff on student progress. 18.Participate in curriculum and other enrichment programs 19.Maintain thorough records for each student. 20.Attend staff development programs, curriculum development meetings, and other professional activities. 21.Implement and support changes to a standards-based curriculum, instruction, assessments, school structures, that align, to the extent practicable, to students college and career interests, 21st Century Skills and work habits needed for success in a global economy. 22.Collaboratively create and implement performance tasks, formative and summative assessments aligned to the Common Core and 21st century skills as well as task validation and calibration. 23.Disseminate accurate and positive information about the schools' and district's goals and initiatives in a variety of print and electronic formats. 24.Support positively and actively the efficient, effective, and collaborative management of school operations to ensure learning experiences, promote positive discipline practices, and school safety practices advance the mission of the district. 25. Create learning experiences (including interdisciplinary) using strong content knowledge that reflects an understanding of the nature of the communities and world in which we live. 26.Create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/content areas they teach and content and applies beyond the school setting. 27.Design instruction that addresses the core skills, concepts, and ideas of the disciplines/content areas to help all students meet Rhode Island's learning standards. 28.Represent and use differing viewpoints, theories, and methods of inquiry when teaching concepts and encourage students to see, question, and interpret concepts from a variety of perspectives. 29.Create instructional opportunities that reflect an understanding of how children learn and develop. 30.Use an understanding of students (e.g., individual interests, prior learning, background, and experiences) to create connections between the subject matter and student experiences. 31.Seek information about the impact of students' specific challenges to learning or disabilities on classroom performance, and work with specialists to develop alternative instructional strategies to meet the needs of these students. 32.Make appropriate accommodations and modifications for individual students who have identified learning differences or needs in an Individualized Educational Plan (IEP), 504 Accommodation Plan, Personal Literacy Plans (PLP's), or individualized learning plans (ILP's). 33.Create instructional opportunities to encourage all students' development of critical thinking, problem-solving, performance skills, and literacy across content areas. 34.Design lessons that extend beyond factual recall and challenge students to develop higher-level cognitive skills and use tasks that engage students in exploration, discovery, and hands-on activities and engage students in generating knowledge, testing hypotheses, and exploring methods of inquiry and standards of evidence. 35.Create learning groups in which all students learn to work collaboratively and independently. 36.Communicate clear expectations for achievement that allow all students to take responsibility and advocate for their own learning. 37.Use a variety of communication strategies (e.g., listening, restating ideas, questioning, offering, counterexamples, and technological advances) to engage students in learning, to collect and share information, and to enrich discourse in the classroom and the school 38.Use appropriate formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction. 39.Provide students with opportunities and guidance to evaluate their own work and behavior against defined criteria and use the results of self-assessment to establish individual goals for learning use assessment results to provide students with timely, helpful, and accurate feedback on their progress toward achievement goals. 40.Reflect on practice and assume responsibility for own professional development by actively seeking and participating in opportunities to learn and grow as professionals and enhance the instructional core. 41.Solicit feedback from students, families, and colleagues to reflect on and improve teaching. 42.Take responsibility for learning about and implementing federal, state, district and school initiatives to improve teaching and learning. 43.Follow school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families. 44.Interact with students, colleagues, parents, and others in a professional manner that is fair and equitable and guided by codes of professional conduct. 45.Exhibit attributes of reliable attendance, promptness, dependability, and professional ethics; Use effective communication skills with students, colleagues, families and related agencies (spoken, written and non-verbal); Complete all requested forms, reports, and data collections in an accurate and timely manner; Perform the functions of the position in accordance with the: RI Professional Teaching Standards; RI Professional Code of Conduct; and all laws, regulations, school district policies, directives, the mission of the district, school-based plans, and administrative priorities / requests; and Perform other duties as may be assigned and/or necessary to perform the functions of the position. 46.Proven ability to deliver technology integrated instructional strategies that are research-based 47.Strong understanding of culturally relevant and responsive teaching OTHER DUTIES: 1.Performs any other related duties as assigned by the Principal or other appropriate administrators. WORKING CONDITIONS AND PHYSICAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is regularly required to carry and/or lift classroom equipment. The employee is regularly required to lift and move equipment into position; and kneel, stoop, crouch, and bend. The employee is required to use a computer and screen to plan and deliver lessons. The employee is required to maintain a safe and organized learning environment for elementary students. WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. TERMS OF EMPLOYMENT: Length of the contract to be determined by the Superintendent. EVALUATION: Performance will be evaluated in accordance with the provisions of the School Committee policy on evaluation of teaching staff. To support the Barrington's commitment to diversity, and to foster inclusion, respect, and equity in education, the successful candidate will be expected to include people of all races, ethnicities, creeds, socioeconomic classes, gender identities, sexual orientations, and disability statuses in work activities. Preference will be given to candidates who articulate their commitment to valuing inclusivity and diversity.

Required

Preferred

Job Industries

• Education

Seniority level

• Seniority level

  Entry level

Employment type

• Employment type

  Full-time

Job function

• Job function

  Education and Training

• Industries

  Primary and Secondary Education

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