Kindergarten Teacher - Richer Elementary

Marlborough Public Schools•Marlborough, MA

16h•Onsite

About The Position

Richer Elementary School is seeking a Kindergarten Teacher for the 2026-27 School Year. The position is directly responsible to the building Principal and jointly responsible to the Principal and Assistant Superintendent for Teaching and Learning for instruction and curriculum. The role involves promoting student learning and growth through high-quality instruction, authentic assessments, data analysis to improve teaching, providing constructive feedback, and refining learning objectives. The teacher will maintain instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Collaboration with families, caregivers, community members, and organizations is essential, as is maintaining an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

Requirements

Licensed by the State Department of Elementary and Secondary Education as an Early Childhood Elementary Teacher in Massachusetts (Grades PreK-2).
SEI Endorsement on License required
Bachelor's or higher earned academic degree
Knowledge of curriculum in Early Childhood and Elementary Education.
Technology Use – School System Data base, standard Microsoft and Google products and web-based sites.
Learning Strategies — Selecting and using instructional methods and procedures appropriate for the situation.
Written and Oral Comprehension and Expression — Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand.
Team Player— Being respectful as part of a team and displaying constructive, collaborative behaviors.

Nice To Haves

Bilingual (Spanish or Portuguese) Strongly Preferred

Responsibilities

Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.
Ability to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
Designs and administers informal and formal assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.
Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
Defines high expectations for the quality of student work and the perseverance and effort required to produce it.
Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.
Shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
Uses strategies to support every family to participate actively and appropriately in the classroom and school community.
Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency.
Employs two-way communication with families about student performance and learning and responds promptly and respectfully to communications from families.
Shows understanding of and sensitivity to different families' home language, culture, and values.
Reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.
Seeks out and applies ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
Collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
Attends and participates in faculty meetings.
Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
Fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations.
Responsible for instructional and general duties as assigned by the Principal, Assistant Superintendent and directives of the Superintendent of Schools or his/her designee, and policies of the Marlborough School Committee.