Teacher-First Grade

Job Description:

• We are seeking a dedicated, student-centered First Grade Teacher who is passionate about education and committed to supporting the academic, social, and emotional growth of all learners.
• The ideal candidate creates a structured, engaging classroom environment while building strong relationships with students and families, with a strong foundation in effective early literacy instruction.

Job Requirements:

• Plan and deliver high-quality, developmentally appropriate instruction in literacy, math, and core content areas.
• Provide explicit, systematic literacy instruction aligned with the science of reading.
• Differentiate instruction to meet the diverse needs of learners, including multilingual learners/English Learners (EL) and students with varying academic and behavioral needs.
• Create a positive classroom environment that supports student engagement, independence, and self-regulation.
• Implement school-wide systems and expectations (e.g., PBIS) with consistency and fidelity.
• Use data to monitor student progress and inform instructional decisions.
• Collaborate with grade-level team members, special education staff, EL staff, and support personnel.
• Communicate regularly and effectively with families regarding student progress and classroom expectations.
• Participate in professional development and contribute to a collaborative school culture.
• Maintain accurate records, including student assessments and documentation.
• Must complete and clear all Indiana background check requirements for school personnel.
• Must complete and clear drug screen.

Job Qualifications:

• Bachelor’s degree in Elementary Education or related field preferred.
• Valid state teaching license (or ability to obtain).
• Experience teaching in primary grades (K–2) preferred.
• Experience working with multilingual learners/English Learners (EL) preferred.
• Experience with or training in structured literacy approaches such as Orton-Gillingham, UFLI Foundations, or similar preferred.
• Understanding of and experience implementing literacy instruction aligned with the science of reading.
• Familiarity with PBIS, restorative practices, or social-emotional learning frameworks.
• Experience using data-driven instruction and intervention strategies.