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

QUALIFICATIONS: Certification Granted by Rhode Island Department of Degree with Certification in Elementary Education (Grades 1-6 or K-6)3. Masters and dual certification in Special Education MLL or Reading PreferredREPORTS 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 RESPONSIBILITIES OF ELEMENTARY EDUCATION TEACHER: district approved curriculum with an emphasis on workshop models and project-based learning and/or implement appropriate materials and activities appropriate to each level and provide for classroom lessons open houses portfolios and community events. information and collaborate with school members parents and administration in a timely and organized student growth and understanding by preparing regular progress 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 able to work independently and confidently while also being aware of the larger goal of bringing a lifelong love of 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. each students learning level and select appropriate materials and instructional aids to enhance learning. skills in literacy numeracy science and social sciences providing interdisciplinary connections whenever possible. all lessons in accordance with the BPS curriculum guidelines and participate in ongoing curriculum updates through common planning engage in the school and District Professional Learning Communities appropriate to the position. 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. 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 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 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 in curriculum and other enrichment thorough records for each student. staff development programs curriculum development meetings and other professional activities. 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 create and implement performance tasks formative and summative assessments aligned to the Common Core and 21st century skills as well as task validation and accurate and positive information about the schools and districts goals and initiatives in a variety of print and electronic 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 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 instruction that addresses the core skills concepts and ideas of the disciplines/content areas to help all students meet Rhode Islands learning 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 instructional opportunities that reflect an understanding of how children learn and an understanding of students (e.g. individual interests prior learning background and experiences) to create connections between the subject matter and student 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 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 (PLPs) or individualized learning plans (ILPs). instructional opportunities to encourage all students development of critical thinking problem-solving performance skills and literacy across content 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 learning groups in which all students learn to work collaboratively and clear expectations for achievement that allow all students to take responsibility and advocate for their own 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 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 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 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 feedback from students families and colleagues to reflect on and improve responsibility for learning about and implementing federal state district and school initiatives to improve teaching and school policy and procedures respecting the boundaries of professional responsibilities when working with students colleagues and with students colleagues parents and others in a professional manner that is fair and equitable and guided by codes of professional conduct. 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. ability to deliver technology integrated instructional strategies that are understanding of culturally relevant and responsive teachingOTHER DUTIES: 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 Barringtons 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.