Elementary Teacher (2)

Thursday, August 15, 2019
Reed City Area Public Schools
Position Details: 



JOB TITLE: Teacher 

JOB POSTING - External

Position: Elementary Teacher (1-2 positions) 

Classification: Salaried 

Terms: 2019-20 School Year 

Salary: Per RCEA Contract; Commensurate with experience 

Position Begins: 2019-20 School Year 

Posted: July 29, 2019 

Closing Date: August 15, 2019 or until filled


Reed City Area Public Schools has 1-2 open positions for an Elementary Teacher at G.T. Norman Elementary.


  • Bachelor degree from accredited college or university 
  • Must be qualified and hold valid Michigan certification (with appropriate endorsement(s)) 

Experience: Previous successful experience working with early elementary children preferred 

Responsibilities: See attached job description 

Applicants: Interested candidates should send a letter of interest, 3 letters of reference, transcripts, proof of highly qualified status, and copy of a valid Michigan certificate to E-mail: applicant@reedcityschools.org 

Or Mail: Dr. Myra Munroe, Superintendent of Reed City Area Public Schools. 225 W Church Ave., Suite A. Reed City, Michigan 49677

The District has adopted the policies of Title IX regarding sex discrimination. Reed City Area Public Schools is listed as an equal opportunity employer.

SUPERVISES: Classroom and students and volunteers.

GENERAL JOB FUNCTION: The Teacher directs the learning process for students. He/she provides direct instruction to students in specified content area, along with testing and evaluation to monitor progress. Responsibilities also include activities associated with program design, implementation, and evaluation. He/she must maintain a professional and friendly demeanor in working with children and staff. 


  • Bachelor degree from accredited college or university 
  • Must be qualified and hold valid Michigan certification with appropriate endorsement(s) 


  • Previous successful experience working with early elementary children 


  • Teaches district approved curriculum.
  • Knowledge and ability to provide effective instruction in early foundational skills and concepts. 
  • Strong desire and ability to build meaningful, caring relationships with students. 
  • Skill and willingness to leverage the student support network to ensure that students’ social, emotional, nutritional and health needs are addressed.
  • Ability to collaboratively create and execute clear, logical instructional plans that produce strong results in student learning. 
  • Commitment to coordinate instruction within and across grade levels. 
  • Aptitude to discuss subject specific content instruction and the drive to try out new ideas to improve student learning. 
  • Capacity to align curriculum, instruction and assessments while responding to the individual needs of students. 
  • Competence to collect and analyze data to inform instructional decisions. 
  • Ability and desire to design and utilize formative assessments to modify and adjust instruction on a daily basis. 
  • Implements a tiered system of instruction within the classroom to meet the needs of all students. 
  • Ability to help create positivity and thrive in a professional environment that is one of mutual respect, teamwork, and accountability.
  • Ability to seek out knowledgeable peers, coaches or administrators for instructional support in the never-ending quest to deliver the vision of high-quality subject-specific instruction in every class period every day. 
  • Prepare, adapt, and deliver instructional material. 
  • Develop suitable curricula and effective teaching methods based on assessment of students’ needs.
  • Adapt different teaching methods and various instructional materials.
  • Evaluate students’ academic and behavioral progress.
  • Supervise eligible students in classrooms and school buildings.
  • Create and maintain student records, and prepares reports relative to the work.
  • Maintain order in a consistent, firm and friendly manner. Apply school rules and procedures in disciplinary situations.
  • Practice confidentiality and discretion on job related subjects and especially in regard to student records.
  • Improve and maintain professional competence by participating in district provided professional educational opportunities.
  • Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, harassment, zero tolerance offenses etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to state law and board policies. 
  • Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution. 
  • Maintains reliable and consistent attendance and demonstrates the ability to withstand the physical and mental rigors of teaching. 
  • • Responds to inquiries from a variety of sources (e.g. other teachers, parents, administrators, students, central office staff, etc.) for the purpose of resolving issues, providing information and/or direction.
  • Be regular in attendance.
  • Other duties as assigned. 

OTHER SKILLS and ABILITIES: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on content, curriculum and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents; skilled in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies. 


Skills, Knowledge and Abilities 

SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records. 

KNOWLEDGE is required to perform basic math, including calculations using fractions, percentages, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; content knowledge; lesson plan requirements; stages of child development; and behavioral management strategies. 

ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours; and ability to withstand the physical and mental rigors of teaching. 


Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; and tracking budget expenditures. Utilization of resources from other work units is often required to perform the job’s functions. There is opportunity to significantly impact the organization’s services.  


The usual and customary methods of performing the job’s functions require the following physical demands: some lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. Generally, the job requires sitting, walking and standing. This job is performed in a generally clean and healthy environment. Noise level may vacillate from quiet to loud in varying degrees. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Duties are performed mainly indoors and occasionally outdoors. Continued on next page 


PHYSICAL DEMANDS: 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 accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand, talk, hear, walk and sit. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes of books and educational equipment. The employee is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with students, the public and other staff. 

EVALUATION: The Teacher is evaluated by the principal. 

WORK LOCATION(S): Most work is performed within the RCAPS school buildings. 

TRAVEL EXPECTATIONS: Occasional assignments may require short trips to other RCAPS facilities, the MOISD or elsewhere in the community.



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