Interim 1st Grade Elementary Teacher (K-5)

TrulyHired; Mount Juliet (TN); On-site; USD 40,000 - 60,000; Full time

Job summary

TrulyHired is seeking an Interim 1st Grade Teacher (Elementary, K-5) to provide standards-aligned instruction in a Tennessee school. The role emphasizes literacy, numeracy, and readiness for continued educational success within a collaborative team.

The ideal candidate holds a TN educator license with the appropriate endorsement, demonstrates RTI2 and data-driven instruction, and can implement IEPs/504 plans, English learner supports, and accommodations.

Qualifications

• Holds a bachelor's degree and a valid Tennessee educator license with an endorsement covering the assigned work.
• Knowledge of Tennessee Academic Standards and developmentally appropriate elementary practices.
• Familiar with RTI2, universal screening, progress-monitoring, and diverse learning needs.
• Ability to implement IEPs, 504 plans, English learner supports, and related accommodations.
• Strong written, verbal, organizational, and interpersonal skills for collaboration.
• Meets physical and other requirements to perform essential functions.

Responsibilities

• Plans and delivers standards-aligned, developmentally appropriate instruction in K-5.
• Prepares lessons reflecting grade-level standards and pacing.
• Implements the Foundational Literacy Skills Plan and provides literacy instruction.
• Administers universal reading screeners for K-3 and uses data to inform instruction.
• Differentiates instruction and provides needed interventions and supports.
• Maintains student records, communicates with families, and collaborates with staff.

Skills

TN standards knowledge

RTI2 knowledge

IEP/504 support

Differentiated instruction

Assessment/data-informed instruction

Communication with families

Education

Bachelor's degree and TN educator license

Endorsement for assigned work (TN)

Job description

Job Description

Interim Dates:? 10/29/26-2/12/27

Interim 1st Grade Teacher (Elementary, K-5)

JOB GOAL

Provides standards-aligned, developmentally appropriate instruction to students in grades K-5 to promote academic achievement, literacy and numeracy, critical thinking, positive learning behaviors, and readiness for continued educational success.

QUALIFICATIONS

• Holds a bachelor's degree and a valid Tennessee educator license with an endorsement covering the assigned work, or other credential authorized by Tennessee law, State Board of Education rules, and Tennessee Department of Education requirements;
• Demonstrates knowledge of the Tennessee Academic Standards, developmentally appropriate elementary instructional practices, high-quality instructional materials, assessment, differentiation, and data-informed instruction;
• Demonstrates knowledge of Tennessee foundational literacy requirements, Response to Instruction and Intervention (RTI2), universal screening and progress-monitoring practices, and evidence-based support for students with diverse learning needs;
• Demonstrates the ability to implement IEPs, Section 504 plans, English learner supports, accommodations, modifications, and other student-specific plans applicable to the assignment;
• Has strong written, verbal, presentation, organizational, technology, and interpersonal skills and demonstrates the ability to collaborate effectively with students, families, colleagues, support personnel, and administrators; and
• Meets the physical and other requirements necessary to perform the essential functions of the position with or without reasonable accommodation.

REPORTS TO

Building Principal

FLSA STATUS

Exempt

SCHEDULE

200 Days

EVALUATION

Performance of this job will be evaluated in accordance with applicable state law, State Board of Education Rule 0520-02-01, State Board Educator Evaluation Policy 5.201, Board policy, and district procedures governing evaluation of licensed personnel.

ESSENTIAL FUNCTIONS

Plans and delivers standards-aligned, developmentally appropriate instruction in assigned elementary subject areas using district-approved curriculum, high-quality instructional materials, and evidence-based instructional practices;
Prepares lessons, learning experiences, and instructional materials that reflect grade-level standards, student needs, prior learning, and appropriate instructional pacing;
Implements the district-approved Foundational Literacy Skills Plan and provides required foundational literacy instruction and support, as applicable to the assigned grade level and instructional responsibilities;
For students in grades K-3, administers or supports administration of an approved universal reading screener during required assessment windows, as assigned, and uses screening data to inform instruction, intervention, and communication with families;
Participates in required screening and instructional processes related to characteristics of dyslexia and provides or supports appropriate interventions in accordance with Tennessee requirements and district procedures;
Implements Tennessee's Response to Instruction and Intervention (RTI2) framework through high-quality Tier I instruction, universal screening, data-based decision-making, targeted interventions, progress monitoring, and collaboration with school-based data teams, as assigned;
Uses multiple measures of student learning, including formative and summative assessments, classroom performance, progress-monitoring data, and state or district assessment results, to evaluate learning and adjust instruction;
Administers state-mandated, district, and classroom assessments fairly, ethically, and in accordance with required testing procedures and security requirements;
Differentiates instruction and provides appropriate interventions, enrichment, scaffolds, and supports to address varied readiness levels, learning profiles, and academic needs;
Implements accommodations, modifications, services, and instructional supports required by IEPs, Section 504 plans, English learner plans, and other student-specific plans and collaborates with appropriate service providers and support personnel;
Supports English learners in accessing grade-level content and developing academic language in alignment with Tennessee English Language Development Standards and student-specific instructional plans;
Establishes and maintains a safe, respectful, inclusive, well-managed classroom environment that is conducive to learning and supports positive student behavior, engagement, and social development;
Uses positive, proactive, and developmentally appropriate classroom-management practices and follows district procedures for behavioral, safety, and crisis-response concerns;
Evaluates student progress regularly, maintains accurate grades and instructional records, and provides timely feedback to students and parents/guardians;
Maintains required attendance, grade, assessment, intervention, and other student records accurately, timely, and confidentially in accordance with Board policy, district procedures, and applicable law;
Communicates regularly and professionally with parents/guardians regarding student academic progress, attendance, behavior, strengths, needs, and available supports;
Collaborates with grade-level teams, interventionists, special education staff, English learner staff, school counselors, administrators, related service providers, and other personnel to support student achievement and well-being;
Supervises students appropriately in classrooms, hallways, playgrounds, cafeterias, assemblies, arrival/dismissal areas, field trips, and other school activities as assigned;
Observes student health, safety, emotional, and behavioral concerns and follows school and district procedures for referral, response, documentation, and communication;
Completes required child-abuse training and follows Tennessee mandatory reporting procedures for suspected child abuse, neglect, or child sexual abuse, including immediately notifying the school child abuse coordinator and making required reports to the Department of Children's Services and law enforcement as applicable under Tennessee law;
Maintains student confidentiality and professional boundaries and safeguards student information in accordance with applicable law, the Tennessee Teacher Code of Ethics, Board policy, and district procedures;
Adheres to the Tennessee Teacher Code of Ethics, including obligations to students and the education profession, ethical administration of state-mandated assessments, and reporting obligations required by law;
Participates in faculty meetings, professional learning, parent conferences, data-team meetings, school improvement activities, and other required meetings and training;
Uses instructional technology and district-approved digital resources appropriately to support teaching, learning, communication, assessment, and recordkeeping;
Represents the school and district in a professional manner and contributes to a collaborative school culture focused on student learning and continuous improvement;
Regular, dependable, in-person attendance is an essential function of this position. The employee must be physically present at the assigned school location during scheduled work hours to perform instructional duties, supervise students, collaborate with staff, and carry out job responsibilities;
Complies with Board policies, school rules, administrative regulations, Tennessee law, State Board rules, Tennessee Department of Education requirements, and applicable federal law; and
Performs other work-related duties as assigned.

PHYSICAL DEMANDS

This job may require lifting or carrying of objects that exceed fifty (50) pounds, with frequent lifting and/or carrying of objects weighing up to twenty-five (25) pounds. Other physical demands may include pushing and/or pulling, stooping and/or kneeling, bending, reaching and/or handling, standing, walking, sitting, talking, hearing, seeing, and responding promptly to student health and safety needs. Appropriate assistance and equipment should be used when needed and available.

TEMPERAMENT (Personal Traits):

Adaptability to performing a variety of instructional, supervisory, assessment, communication, and recordkeeping duties, often changing from one task to another without loss of efficiency or composure;
Adaptability to accepting responsibility for planning, implementing, monitoring, and adjusting instruction and supports based on student needs and data;
Adaptability to working collaboratively and respectfully with elementary students, families, colleagues, administrators, and support personnel;
Adaptability to responding calmly and professionally to sensitive, confidential, behavioral, health, safety, and family matters; and
Adaptability to making generalizations, evaluations, or decisions based upon academic standards, student data, observation, professional judgment, and applicable requirements.

CAPACITY AND ABILITY REQUIREMENTS:

Intelligence: The ability to understand instructions, academic standards, instructional principles, student-support requirements, and applicable laws and procedures; analyze information; reason; and make sound judgments.

Verbal: The ability to understand meanings of words and ideas and to communicate clearly, respectfully, and effectively with students, families, colleagues, and administrators in oral and written form.

Numerical: The ability to perform arithmetic operations and accurately interpret quantitative information related to grades, assessment, progress monitoring, attendance, and student data.

Data Perception: The ability to understand, organize, analyze, verify, and interpret information presented in assessments, progress-monitoring records, graphs, charts, tables, reports, and data systems.

Instructional Planning: The ability to translate academic standards, curriculum expectations, student needs, and assessment information into coherent lessons, interventions, and learning experiences.

Organization: The ability to manage lesson planning, student records, assessment schedules, communications, instructional materials, meetings, deadlines, and classroom routines efficiently.

Interpersonal: The ability to establish positive relationships, collaborate effectively, resolve problems appropriately, and work as a member of school-based instructional and student-support teams.

Confidentiality and Judgment: The ability to safeguard student information and make decisions consistent with law, the Tennessee Teacher Code of Ethics, Board policy, district procedures, and professional standards.

WORK CONDITIONS

School and classroom environments with frequent interaction with elementary students, families, staff, and visitors. The position may involve indoor and outdoor supervision, exposure to communicable illnesses, loud or unexpected noise, changing schedules, and student behaviors requiring prompt supervision or response. The employee must be able to move throughout instructional and school environments and respond promptly to student needs and safety concerns.

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by the person assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.

NONDISCRIMINATION POLICY

The Wilson County Board of Education does not discriminate because of age, race, color, gender, national origin, disability, religion, genetics, creed, or veteran status in the provision of services, in programs or activities, or in employment opportunities or benefits. The Wilson County School System is an Equal Opportunity Employer and member of TN Drug-Free Workplace. Employees or applicants who need reasonable accommodations should contact Human Resources for assistance.