Elementary Teacher - 4th Grade - 2026-2027 School year

Pendleton Sd 16•Pendleton, OR

23h•Onsite

About The Position

This position is to teach 4th Grade at Sherwood Heights Elementary School starting the 2026-2027 School Year. The certified staff member under the general supervision of the building principal performs a variety of tasks, with major responsibility being the instruction and supervision of students. The staff member must hold a valid license, with proper endorsements for the area of assignment as set by the Teacher Standards and Practices Commission and with those exceptions as noted by TSPC.

Requirements

Valid license with proper endorsements for the area of assignment as set by the Teacher Standards and Practices Commission.
Demonstrated understanding of research-based instructional strategies and assessment practices.
Recent successful experience working with educators in demonstrating and modeling effective instructional strategies and assessment practices.
Demonstrated knowledge of needs of diverse learners and strategies for addressing these needs.
Understanding of appropriate local and state standards.
Demonstrated organizational skills and commitment to follow through on tasks.
Demonstrated ability to establish and maintain excellent working relationships with students, teachers, school administrators, support personnel, and community members.
Demonstrated ability to effectively communicate orally and in writing.
Competent and Ethical Educator Standards.

Nice To Haves

Evidence/demonstration of use of technology to enhance student learning or willingness to learn.

Responsibilities

Instruction and supervision of students.
Demonstrated understanding of research-based instructional strategies and assessment practices that support effective instruction.
Recent successful experience working with educators in demonstrating and modeling effective instructional strategies and assessment practices.
Demonstrated knowledge of needs of diverse learners and strategies for addressing these needs.
Understanding of appropriate local and state standards.
Maintain integrity of confidential information relating to students, staff and district patrons.
Evidence/demonstration of use of technology to enhance student learning or willingness to learn.
Demonstrated organizational skills and commitment to follow through on tasks.
Demonstrated ability to establish and maintain excellent working relationships with students, teachers, school administrators, support personnel, and community members.
Demonstrated ability to effectively communicate orally and in writing.
Shows an effective command of the subject to guide student learning.
Uses effective instructional resources, including technology, to communicate content knowledge.
Takes an active role in adopting new content standards and frameworks to their teaching.
Creates opportunities for students to learn practice and master academic language in their content.
Builds upon students’ knowledge and experience.
Uses school and district resources to support and advocate for student needs.
Recognizes and supports students’ learning styles.
Recognizes and supports students’ culture and heritage.
Selects appropriate instructional goals based upon national, state, and local standards.
Selects goals that are measurable and states them in terms of student learning.
Selects goals appropriate for students.
Designs coherent instruction that reflects research-based best practice.
Designs instruction that promotes critical thinking and problem solving.
Ensures that the curriculum is relevant to student needs.
Adheres to approved Scope and Sequence of subject matter.
Develops and implements supports for learner literacy development across content areas.
Considers individual student’s culture and heritage when planning lessons.
Is familiar with content area, school, district, and state assessment methods and options.
Uses assessments that are congruent with instructional goals.
Develops and uses a variety of formative and summative assessment tools and information for planning, instruction, feedback, and reflection applicable to individual student’s background and needs.
Creates an environment that promotes equity, respect, and positive interpersonal interactions.
Interactions are appropriate to developmental and cultural norms.
High expectations for student success, quality work, and student achievement.
Students are actively engaged.
Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and other’s differences related to background, culture and heritage.
Develops and employs classroom procedures that promote student learning and facilitate positive classroom interaction consistent with building and district programs.
Designs a safe and accessible classroom environment for all students.
Facilitates smooth transitions with little loss of instructional time.
Ensures all students have access to materials, technology, and necessary resources.
Clearly communicates and enforces classroom and school expectations.
Addresses inappropriate behavior consistently and appropriately.
Proactively addresses student behavior.
Responds appropriately to conflicts or misunderstandings arising from differences in background, culture and heritage.
Exhibits lesson delivery that is clear, reflects appropriate pacing, and uses a variety of effective teaching strategies.
Activates students’ prior knowledge.
Differentiates instruction to meet the needs of diverse learners.
Uses a variety of questioning and discussion techniques that elicit student reflection and higher order thinking.
Uses technology effectively.
Uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, and writing.
Demonstrates ability to listen to students and responds appropriately.
Provides constructive feedback that facilitates learning and academic growth.
Provides constructive feedback that is consistent, ongoing, timely and in a variety of forms.
Uses assessment data to prepare for individual and group instruction, including re-teaching when necessary.
Uses formative assessment during classroom instruction to facilitate student learning.
Demonstrates the ability to use summative assessments to guide and inform instruction through the collection, maintenance, and analysis of classroom, district, and state assessments.
Engages students in assessing their own learning.
Actively participates in professional development opportunities relevant to teaching assignment.
Actively engages in meaningful goal setting.
Pursues professional growth through reflection, self assessment, learning, and knowledge of best practices.
Carries out duties as assigned.
Maintains accurate records according to district and building protocols.
Knows and adheres to district job description and standards of performance including Competent and Ethical Educator Standards.
Maintains appropriate confidentiality.
Communicates effectively and respectfully with all stakeholders: students, parents, colleagues and supervisor.
Facilitates meetings effectively.
Effectively and appropriately collaborates with colleagues and other professionals.
Is aware of, and supports, building and district instructional priorities.
Knows and actively participates in building and district instructional initiatives.
Is aware of student academic growth.
Can show proof of student growth.
Administers/utilizes appropriate standardized assessments adhering to professional guidelines.
Designs and delivers instruction based on content standards to prepare students for standardized assessments.
Maintains appropriate records to document student growth.
Uses an appropriate proficiency based rubric to assess student growth.