Student Teacher Jobs in Essex Junction, VT

Stowe Elementary School is currently accepting applications for a 5th grade teacher to join our team. Preferred candidates will have knowledge and experience with current best practices in elementary education, proficiency-based learning, technology integration skills, differentiation and inclusion. This person will be responsible for being an active member of a team and must be willing to work in an interdisciplinary manner. Please submit a letter of interest, resume, proof of licensure and three current letters of reference.

Fletcher Elementary School is looking for a full-time classroom teacher beginning in the 2025-2026 school year. The anticipated assignment is grade 4. The successful candidate will possess a comprehensive understanding of best practices in multi-tiered systems of supports, use approaches for data-driven literacy and mathematics instruction, have the ability to work effectively as part of a team and contribute positively to the climate of the school. A working knowledge of Positive Behavior Interventions and Supports (PBIS) is strongly preferred, along with the ability to build a respectful classroom community where students feel a sense of safety and belonging. Applications accepted through SchoolSpring only. Position open until filled.

Swanton School anticipates the need for a long-term substitute kindergarten teacher to begin on or about April 20, 2025, and continue through the conclusion of the current school year. The successful candidate will possess a love of working with young children and licensure as an elementary school teacher. A working knowledge of the PBIS structure, collaborative approach to meeting the needs of all students, and a desire to consistently make positive contributions to the school climate are important. In matters related to employment, the school district does not permit or condone discrimination based on race, color, national origin, sex, disability, age, genetic information, religion, sexual orientation, gender identity, marital/civil union status, HIV status, or any other characteristic protected by Federal or State Law. EOE

Join Our Fun and Dynamic Team at Kids & Fitness! Are you someone who loves to be active, playful, and genuinely enjoys being around children? Do you have experience working with young learners and want to make a difference while having fun? We want YOU to join our amazing team! Position: Lead and Assistant Teachers Location: EDGE Kids & Fitness Sign-on Bonus: Up to $2000! Paid Time Off: 4 Weeks to start for the 24-25 and 25-26 school years! FREE Membership: EDGE Health Club membership just for you! We're looking for someone who is outgoing, nurturing, and ready to get active while providing a safe, loving, and exciting environment for children. If you're passionate about kids, fun, and fitness, we want you to be part of our team! Responsibilities Include: •Collaborating with the lead teacher to create a fun, engaging curriculum •Communicating with families and providing a positive experience for our little learners •Playing and having fun with the kids (yes, it's part of the job!) •Ensuring a safe, active, and supportive environment for all children We're Looking For Someone Who: - Has at least one year of experience working with children, preferably in a classroom setting - Can meet the following requirements within 30 days of employment: - First Aid/CPR/AED certified - Complete VT Orientation and Mandated Reporting Training - Has completed one of the following: -Fundamentals for Early Childhood Professionals or Vermont Afterschool Essentials Certificate -OR a 3-credit college course in child or human development or school-age care and education •Is able to move, run, stand, and play for most of the day •Loves to collaborate with teammates and bring new ideas to the table Perks of the Job: •Competitive wages •Generous paid time off and childcare benefits •FREE membership to all EDGE locations •Paid vacation, sick days, and personal time •Health benefits & 401K options •Discounted childcare for your little ones We guarantee full-time hours with a supportive, fun-loving team that values work-life balance. Ready to join the fun? Send your resume and three references to ***************** today! Want to learn more about us? Check out our website for more information about our program **************************************** Don't wait-apply today and be part of a team that celebrates kids, fitness, and FUN!

Job Title:Elementary Classroom Teacher Job Group:Educator Pay Level:Exempt Reports to:Elementary School Principal Summary: To create a developmentally appropriate elementary grade program and a positive class environment that promotes learning and personal growth; motivates students to develop skills, knowledge, and attitudes needed to provide a strong foundation for learning, as outlined in our district's stated Ends Policy. Responsible for establishing effective relationships with students, parents/guardians, staff, and community members to enhance learning opportunities. Subscribes to and applies the principles of Multi-Tier System of Supports (MTSS) for the benefit of student and employee development. Essential Duties and Responsibilities: Other duties may be assigned. Develops standards-based lesson plans and instructional material and employs current and best practice in establishing pedagogical techniques. Using a universal design, adapts curriculum, materials, and assessments to instruct the whole class, individuals, and small groups meeting the needs of every student. Demonstrates an understanding of Common Core State Standards and applies knowledge in order to develop age appropriate lessons. Assesses and monitors learning using a variety of methods, including formative assessment, and adjusts instruction according to individual student needs. Communicates regularly with parents/guardians outside the normal instructional day by such means as: newsletters, notes, phone calls, e-mails, and conferences. Establishes and maintains standards of student behavior to achieve an effective learning atmosphere using research-based protocols. Evaluates student's academic and social growth, keeps appropriate records, and prepares progress reports. Identifies student needs, designs appropriate instruction, makes appropriate referrals, and develops strategies for individual education plans. Is available to students and parents/guardians for education-related purposes outside the instructional day. Plans, coordinates, and supervises the work of others (i.e.: assigned employees, parents/guardians, and volunteers) while present in the classroom and on field trips. Creates a respectful and safe environment that is developmentally appropriate for age/grade of students and that meets required safety codes. Instruct students in citizenship and required subject/curriculum areas using current best practices and, as specified, in state law and administrative regulations and procedures of the school and district. Attends meetings and collaborates with other staff to coordinate instruction and student learning. Actively participates in school activities and assignments towards the education and supervision of all students. 14.Demonstrates the Core Teaching and Leadership Standards for Vermont Educators. General Responsibilities: Under the direction of the school Administration, supervises classroom employees, students, and volunteers. Monitors student discipline through an appropriate classroom management program such as, but not limited to, Positive Behavior Interventions and Supports (PBIS). Regular attendance in accordance with established work schedule. Qualification Requirements: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and/or Experience: Certificates, Licenses, Registrations: Valid Vermont Teaching License with appropriate endorsement for content and/or grade level. Language Skills: Ability to read, analyze, and interpret textbooks, periodicals, professional journals/books, technical procedures, and/or governmental regulations. Ability to write lesson plans, reports, correspondence, and procedures. Ability to effectively present information and respond to questions from administrators, students, parents/guardians, staff, and the public. Ability to use a variety of assessments to modify instruction and improve student outcomes. Mathematical Skills: Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of algebra and geometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. Ability to use a variety of assessments and analyze student and school data to monitor student progress. Reasoning Ability: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Other Skills and Abilities: Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on school and district objectives and the needs and abilities of assigned students. Ability to establish and maintain effective relationships with students, peers, and parents/guardians; skilled in oral and written communication. Ability to keep current with technology trends and utilize technology to enhance student instruction and learning. Ability to perform duties with awareness of all district requirements, Vermont Education Quality Standards (EQS), applicable laws, and Board policies. Demonstrated ongoing commitment to workplace diversity, sustainability, and delivering exceptional customer service. Physical Demands: The physical demands described here represent 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, see and sometimes walk, sit, kneel, and bend. While performing the duties of this job, the employee may occasionally reach overhead and, push, carry, or lift up to 50 lbs. such as boxes of books and technology related items or to assist students. The employee must demonstrate manual dexterity to grasp items (i.e. chalk, papers, books) and manipulate technology (keyboards, on-off switches, operate equipment) and to assist students with learning tools. The incumbent is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by the 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 the public and other staff. Emotional Demands: The individual must be able to work with others in a collegial and cooperative manner, model best behavior, must show above average interpersonal skills, and follow directions of school leadership. Work Environment: The work environment characteristics described here represent those 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. The work is performed in an active environment, typical of a school. The noise level in the work environment is moderate to loud. Duties are performed indoors and occasionally outdoors. Occasional travel to other locations for meetings and trainings may be required. Terms of Employment: Per Master Agreement Evaluation: Per established guidelines

This position is designed to further the work of school faculty and staff in the implementation of content literacy standards. The Literacy Intervention Specialist/Literacy Coach will design and implement resources and supports to help students of all abilities show growth toward Literacy Common Core State Standards and meet grade level literacy proficiencies. This position requires a strong understanding of best practices in literacy instruction and assessment, as well as the ability to effectively coach other licensed teachers towards the improvement of practices in the area of literacy. A successful candidate for this position will possess a valid VT Educator License; a Reading Specialist endorsement is preferred. The candidate will possess a Masters Degree in Education with a graduate or undergraduate degree focus in English, Literacy, Reading, Language Arts or other appropriate discipline, plus a minimum of three years of relevant experience, or a combination of education and experience from which comparable knowledge and skills are acquired. Experience with direct instruction in literacy is required, and experience planning and providing literacy intervention and/or enrichment to students is preferred. Leadership experience in literacy instruction, curriculum and assessment is also necessary for this position. Individuals with an Elementary certification, who also have a strong background in literacy and a willingness to obtain the Reading Specialist endorsement, will be considered. An understanding of the Science of Reading, and experience with teaching phonemic awareness, including the Orton Gillingham approach to literacy, is preferred. ESSENTIAL JOB FUNCTIONS In collaboration with classroom teachers, the Director of Curriculum, the MTSS Coordinator, as well as district-wide specialists and outside organizations, the Literacy Intervention Specialist/Literacy Coach will: ●provide systematic intervention, instruction, and support for students working to meet literacy proficiencies or looking to expand their literacy skills. ●provide support and resources to teachers to ensure effective use, and integration of, research-based tools and strategies; share resources and support teachers in identifying appropriate instructional materials and implementation of strategies. ●keep abreast of current best practices, research findings, and other developments in the field; provide professional development to teaching staff, including by modeling/co-teaching lessons. ●assist in the creation of and provide embedded professional development with teachers. ●support teachers with administration of assessments; analyze and interpret assessment results to help inform instructional strategies and curriculum decisions; monitor student progress toward literacy proficiencies. ●administer and analyze school wide reading screeners, on demand writing assessment, state assessments, and other diagnostic assessments as necessary; share data with full faculty, help them interpret the data, and facilitate the use of data to improve instruction. ●attend ongoing professional development to enhance pedagogical and content knowledge, as well as teaching skills, pertaining to literacy intervention, data use, progress monitoring, and proficiency-based learning, thereby supporting district goals and strategic plans. ●participate in the K-12 vertical teamwork on the development of a literacy assessment plan. ●actively participate in workshops, in-service meetings, teacher training, building level staff meetings, district meetings, and other school and district committees/projects, making substantial contributions. ●support the planning and implementation of family literacy events. KNOWLEDGE, SKILLS, and ABILITIES To perform this job successfully, an individual must possess: ● dedication to providing a safe and respectful learning environment for students. ● excellent teaching, organizational and planning skills. ● commitment to the success of ALL students, and ability to understand and teach to the various learning styles of students. ● the ability to effectively engage students. ● working knowledge, and understanding, of the student population being served and how demographic variables impact student achievement; effectively use this knowledge to design and deliver instruction. ● professionalism in all settings. ● the ability to consider "What's best for students" in serving and advocating for students, and in decision making. ● strong organizational skills that reflect the ability to prioritize multiple tasks seamlessly with excellent accuracy & attention to detail. ● composure, flexibility, and adaptability when faced with change, new ideas and tasks, different work sites or assignments, and a multitude of pressures and stressful situations. ● interpersonal skills to communicate with others tactfully, in a way that is direct, honest, and transparent, while also being sensitive to their needs and personality. ● a professional appearance for the position in both dress and manner. ● attention to detail and the ability to effectively adjust rate or speed in anticipation of time constraints. This includes meeting deadlines and committing to long hours of work, when necessary to reach goals and follow through on commitments. ● the ability to take personal responsibility for ones own actions. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: ● A strong understanding of the Common Core State Standards and the pedagogical underpinnings of these standards. ● A strong understanding of best practices in literacy instruction and assessment across content areas, and a commitment to continuous improvement in the areas of knowledge and professional practice. ● Experience in assessment and data-driven decision-making processes and protocols. ● A commitment to proficiency-based curriculum, instruction, and assessment. ● Knowledge and/or experience using “backwards design” for lesson development, differentiated instruction to support all students, and formative assessment to provide student feedback and to adjust lesson delivery. ● Experience in co-teaching with other teachers is desirable. ● Fingerprint/criminal justice clearance. ● Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district/SU standards or regulations. Ability to effectively present information and respond to questions from administrators, parents, peers, board members and the general public. ● Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. ● Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Google required. Experience with Microsoft Office is helpful. ● Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress. Have demonstrated experience successfully supporting diverse students, including students of color, English Language Learners, and LGBTQI students. EQUAL OPPORTUNITY EMPLOYER: Central Vermont Supervisory Union is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identify, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation. Our organization is committed to building a diverse team that represents the students we serve. We welcome applications from people of color, people from the LGBTQ+ community, and individuals with disabilities. DISCLAIMER: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. This is not an exhaustive list of all responsibilities, duties, and skills required. All employees may be required to perform duties outside of their normal responsibilities from time to time, as needed.

WE'RE GROWING! And we seek a English/Social Science Teacher to be a big part of our growth! Here are the details: English/Social Sciences Teacher - The Mill School Who We Are. What We Do. Our approach to education is simple. We are committed to providing flexible, caring and proactive educational and vocational opportunities to young people who often struggle with the day-to-day necessities of life. Every student who attends our program is treated with dignity and respect. We listen to them and behave in ways that let them know that they've been heard and we collaborate with them to make plans to achieve outcomes that are important to them. We have very real and very frank conversations that can sometimes be difficult, but we believe that these conversations are necessary to the identification of meaningful outcomes and the development of academic and personal success. We care. The population we serve has been historically unsuccessful in public school settings. Our students are often identified as behavior problems, at risk for failure, emotionally disturbed, or worse. They arrive at our door cynical, combative, with minimal interest in school and little hope for a positive future. Their educational experiences have been negative, difficult, and rife with broken relationships and conflict, and the services that they have received are typically provided in a reactive and controlling manner. Our methods are different, and based on years of research that we've published in the professional literature and that we've successfully applied in schools around the world. We teach students how to manage themselves, to work on projects and activities that they find useful and interesting and to integrate these projects in the daily school routines. We are proactive. Our students have long histories of making poor decisions and we respond with understanding and support. We help them to learn how to make plans and follow their plans, and to honestly evaluate the results of their plans once they're completed (or not). We realize that each student is an individual with unique needs so we encourage them to be themselves and explore multiple options to create an educational program that will work best. We are collaborative. Our place is a safe haven for our students. A place that they can use our kitchen to make or get a hot meal and as get much as they can eat (and bring home for their families if they need to). Access to a caring ear to listen whenever it's needed. The comfort of knowing that no matter how they are feeling or behaving, they are accepted for who they are. We don't restrain kids, we don't call the police when things get difficult. We work it out together. We understand that everyone has bad days and that no one is at his or her best when having a bad day, so we adjust and adapt and teach the students to do so as well. We help our students to learn how to judge “big deals and little deals” in a reasonable way, to recognize when they are “ready” or “not ready” to take on a task or interaction with another person, and we support them to learn how to respond to life in a positive and pro-social way. We are positive. We are committed to a small program - no more than twenty-five students supported by 10 clinical and educational staff - so that we are able to focus on each student's interests and ideas in a very personal way. We are a safe haven to try things out, to fail without feeling like a failure, to learn how to be resilient and successful in ways they never experienced in school before. We believe in our students. We prepare students for life after school by helping them to develop the ability to regulate themselves. We help students learn to be successful in school and in life. As a result, we provide a flexibly integrated school day that includes formal classroom activities, individual projects that are undertaken in the school setting and in the community, vocational activities, and weekly community activities designed to create opportunities to establish positive connections with others. We are relentlessly optimistic. Join our journey! It will be hard. It will be fun! JOB REQUIREMENTS: •Deliver English-Language Arts and Social Sciences oriented instruction (English, Social Studies, History) through Project-Based Learning methods. •A WELL DEVELOPED SENSE OF HUMOR •Licensure as Middle School/High School Teacher •Interest in working with a diverse student population with difficult behaviors •Valid Driver's license and reliable transportation for on the job travel •Minimum of Bachelor's Degree (Masters Preferred) in English, Reading, History, or related fields •Experience in the implementation of positive behavior supports and proactive engagement with difficult students •Teach approved curriculum while creating a classroom and total school environment that is conducive to learning and is appropriate to the maturity and interests of the students. •Assist school leaders in implementing all policies and rules governing student life and conduct and develops and informs students of reasonable rules concerning classroom procedures and behavior and maintains a safe and orderly classroom environment. •Meet and instruct assigned classes in the locations and at the times designated. •Employ a variety of instructional techniques, instructional media, and performance assessments, which guide the learning process toward academic achievement and curriculum goals. •Establish clear objectives for all lessons, curricular units, and projects and communicates these objectives to the students. •Assess the accomplishments of students in a variety of ways on a regular basis and provides progress reports as required. •Maintain accurate, complete, and correct records as required by law, corporation policy, and administrative regulations. •Administer and analyze standardized testing data and adjust instructional strategies, as needed, to maximize probability of student success. •Understand and accommodate the special needs of students, seek the assistance of colleagues, as needed and/or required, and makes appropriate individualized physical and instructional accommodations within the classroom. •Serve on internal school and external community committees as needed. •Build effective relationships with parents and students through regular communication and is available to students and parents for education-related purposes, e.g., open house, conferences, extra-curricular activities. •Participate in professional growth and development and stays abreast of current research through continuing education, educational seminars, workshops, conferences, membership in professional organizations of the subject taught, and attendance at in-services. •Teach students to work collaboratively to solve problems and to think logically and creatively. •Complete other duties as assigned. •Maintain a strong, regular personal attendance record. •A WELL DEVELOPED SENSE OF HUMOR JOB REQUIREMENTS: •A WELL DEVELOPED SENSE OF HUMOR •Demonstrated ability to work flexibly and effectively with a diverse student population, with community school partners, and with the families of students •Work positively in collaborative teams •Implement age appropriate teaching methods utilizing a curriculum framework, understand education and special education law, and teach appropriate instructional subjects across a spectrum of traditional and non-traditional courses •Co-teach with peers in a diversity of classroom and community settings •Develop positive relationships with community services in the effort to develop meaningful practicum and internship opportunities for students •Develop and implement Behavioral and Functional Assessments for students •Implement IEPs for students with a variety of special education classifications •Develop and implement an objective system for assessment and development of individualized goals and objectives •Intervene when students demonstrate behavioral challenges •Ability to read, analyze, and interpret professional journals, technical procedures, textbooks, and government regulations. •Ability to write reports and general correspondence. Ability, both orally and in writing, to present information effectively and respond appropriately to questions and concerns from individuals and groups of educators, administrators, parents, students, and the general public. •Ability to communicate using correct grammar. •Ability to work with English and Social Science concepts •Ability to integrate multiple facets of technology to enhance learning and instruction. •Ability to solve practical problems and deal with a variety of variables in situations where only limited information exists. •Ability to define problems, collect and analyze data, establish facts, and draw valid conclusions. •Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form and to understand abstract and concrete variables. •Ability to use available information and develop valid long-term and short-term plans for curricular goals. •Facilitate team processes including problem solving, pre-referral intervention, and IEP development for special needs students •Use approved methodology to provide for the health and safety of students •Collect appropriate student performance data for determining the extent to which student IEP goals and objectives are achieved •Excellent interpersonal skills to consult effectively with teachers, local school staff, social service agencies and parents •Excellent command of oral and written English language and ability to present effectively to large groups •Maintain integrity of confidential information relating to students, families, and staff •A WELL DEVELOPED SENSE OF HUMOR! If you are interested in applying for the position please send your resume and a letter of interest to: Tim Feeney. Ph.D. School Founder Phone: ************ or by EMail: ************************

Bakersfield Elementary School is seeking a committed and dynamic Grade 5 Teacher to join our dedicated and talented team of educators for the 2025-2026 school year. Successful candidates will demonstrate the ability to provide equitable, inclusive personalized learning opportunities for all students. In FNESU, Educators facilitate learning by using assessment data to provide feedback to learners, personalize instruction, and allow for self-paced opportunities to develop and demonstrate proficiency. Student wellness and achievement is our collective priority and responsibility. Our employees are offered a competitive benefits package. For new teachers, the package also includes student loan assistance, longevity bonuses, and a competitive starting salary. We provide embedded support for teachers including: new teacher mentoring, local professional development opportunities, and school-based instructional coaching. FNESU teachers and leaders are innovative and forward-thinking. Many have been recognized at the local, state, and national level for their work in education. We are seeking candidates committed to continuously improving practices in order to best serve our students, teachers, and communities. Franklin Northeast Supervisory Union (FNESU) is a Pre-K-12 system comprised of 6 rural towns in Northern Vermont; Bakersfield, Berkshire, Enosburg, Montgomery, Richford and Sheldon. FNESU consists of six Elementary Schools, two Middle Schools, two High Schools, and one Technical Career Center. FNESU serves approximately 1,950 students within our six towns. FNESU is situated in rural northwestern Vermont, which is the perfect setting for outdoor enthusiasts. We are located just 20 miles from Jay Peak Resort, 32 miles from Smuggler's Notch, and within driving distance to several other surrounding ski resorts. There are plenty of areas to hike, swim, cross-country ski, snowmobile, and mountain bike. We are an hour away from Burlington and just an hour and a half from Montreal.

Cambridge Elementary School is seeking a full time reading and math interventionist for the 2025-2026 school year. Knowledge and experience with the following philosophies, practices, and programs is desired: Fastbridge and Maps assessments, American Reading Company, Orton Gillingham, Leveled Literacy Intervention, Bridges math intervention, math menu, Responsive Classroom, Growth Mindset, Habits of Mind, and Multi-tiered Systems of Support. Nestled at the base of the Green Mountains with views of beautiful Mount Mansfield, Cambridge Elementary is home to a top notch team of highly committed educators and support staff, amazing students, and a supportive community. You can find out more about our school at our website- ****************

St. Francis Xavier School is seeking an enthusiastic and dynamic 2nd grade classroom teacher. Subject areas taught in 2nd grade include, but are not limited to, Religion, Math, Science, Social Studies, and Language Arts. The 2nd grade teacher will work closely with all faculty members in order to maintain schoolwide curriculum, build positive school climate and promote Christian values in accordance with the school's mission. The 2nd grade teacher will implement the predetermined curriculum and use regular assessments and individualized instruction to meet the needs of the students. Qualified applicants will have strong communication and organization skills, the ability to problem solve, classroom management skills, and dynamic teaching strategies. St. Francis Xavier is a Catholic School. Teaching and modeling the Catholic faith and attending weekly mass as a school is an integral role of the 4th Grade Teacher. “Catholic education is an expression of the mission entrusted by Jesus to the Church He founded.” (To Teach As Jesus Did, USCCB, 1972)

POSITION TITLE: Title I Reading Teacher (0.8 FTE) GENERAL DESCRIPTION: The Title I Reading teacher is directly responsible to the principal of the school to which she/he is assigned, and will be held accountable for the performance responsibilities listed below. TERMS OF EMPLOYMENT: Salary and work year are in accordance with the current Master Contract and salary schedule. CLASSIFICATION: Fair Labor Standards Act Exempt REPORTS TO: Building Principal EVALUATION: Performance in this position will be evaluated in accordance with provisions in the current Master Agreement between the Colchester Education Association and the School Board. Evaluation will be completed according to the guidelines defined in the district's Differentiated Evaluation Process. QUALIFICATIONS: Current VT teacher license with an endorsement in elementary education. Advanced degree and/or graduate coursework in reading strongly desired Experience working with academically at risk students Demonstrated understanding and applications of best practices in teaching and learning. Skills in collaborative problem solving, critical thinking, and teamwork. Knowledge of VT's Curriculum Framework and ability to create interdisciplinary lessons/units. Commitment to the district's mission statement and Strategic Plan. PERFORMANCE RESPONSIBILITIES: Instruct and guide students according to their developmental needs and in accordance with district curricula. Process referrals from classroom teachers, other staff members, and parents; assess individual student strengths/needs Recommend eligibility for Title I services; implement program plans Schedule instructional programs and delivery models jointly with classroom teachers Design and deliver Title I services to students based upon their needs, program goals, and classroom curricula Plan lessons that include remedial and preventative strategies; challenge students to engage in problem solving and higher-level thinking skills Communicate regularly with parents, classroom teachers, specialists, and other Title I staff members; work collaboratively as a school team member Evaluate individual pupil progress formally and informally; report results to classroom teachers and parents Create a classroom environment and climate which is open, flexible, and conducive to learning. Understand and demonstrate current best practices in teaching and learning. Maintain appropriate student records and program documentation. Communicate effectively with parents, students, and peers. Implement district policies; follow school practices/procedures; demonstrate commitment to district's Strategic Plan. Assume supervisory responsibilities as assigned. Demonstrate a commitment to professional development; model professional behavior. Collaborate with other school and district staff members to achieve the district's mission and annual goals. Perform other responsibilities as assigned by the building or district administrators.

The Troy School is looking for an experienced, student-centered educator who is knowledgeable in mathematical and literacy concepts. This educator will work collaboratively with middle school teaching staff to offer additional support to the student population. We welcome teachers with diverse experiences, and who demonstrate a strong commitment to contributing positively to the lives of young people. The PreK-Grade 8 community school's mission is to provide a safe and positive learning environment where all students reach their highest potential. The school's priority is building strong partnerships with community, parents, teachers and students to create responsible citizens of the future. Interested candidates must submit a letter of interest; resume listing three references (or 3 current letters of reference); copies of transcripts; and a copy of appropriate Vermont licensure via Schoolspring.com (preferred), or to: Eric Erwin, Principal Troy School P.O. Box 110 North Troy, VT 05859 ********************* Salary and benefits as per the teachers' collective agreement. Deadline: The application-screening process will begin immediately and continue until the position is filled. Criminal Background and Child Abuse/Neglect Registry Checks are required. Equal Opportunity Employer.

Classroom Teacher - 3rd Grade Reports To: Principal Salary: Based on Experience FLSA Status: Exempt Our Mission It is the mission of the Caledonia Central Supervisory Union and its seven member schools to create a learning community in which each individual can achieve the highest standards of excellence in intellectual growth and citizenship. Teaching and Learning at Danville School At Danville, we design and implement high-quality instruction that is relevant to students' lives and encourage them to take an active role in guiding their education. We live our values of being polite, responsible, inclusive, determined, and engaged through all elements of instruction to strongly emphasize authenticity, culture and relationships, curiosity, creativity, and design. We strive to ensure that all students are engaged and active learners within a culture of inclusion that values them as contributing members of our school community. We approach students through a lens of inquiry, honoring their voices, questions, curiosity, and creativity. We see school as an extension of our broader local and global communities, where students have the opportunity to grapple with questions that are important both locally and globally, creating active and engaged citizens. We prepare students to be leaders and contributors to their community, and we ask educators to help students create and implement high-quality work that is rigorous and relevant. Position Summary The 3rd grade Teacher is responsible for creating a nurturing and engaging classroom environment that fosters academic, social, and emotional growth for students. This role involves collaborating with a team of three to plan and deliver instructional lessons across various subjects, including math, reading, writing, science, and social studies, in accordance with the Vermont state curriculum standards. Key Responsibilities: * Develop and implement lesson plans that meet the diverse learning needs of students. * Utilize various instructional strategies to promote student engagement and understanding. * Assess student progress through formative and summative assessments, providing feedback and support as needed. * Create a positive classroom culture that exemplifies our PRIDE values of being polite, responsible, inclusive, determined, and engaged. * Communicate regularly with parents and guardians regarding student progress and classroom activities. * Participate in professional development opportunities to enhance teaching practices and stay current with educational trends. Job Duties Planning & Preparation * Effectively integrates solid content knowledge into the curricula, makes connections between the content and other parts of the student discipline(s), and develops relationships among topics and concepts in teaching plans and practices. * Integrates current best practices, research, and education laws into the teaching plans and practices, to assure the most effective educational program for our students. * Demonstrates knowledge and understanding of students including: intellectual, social, and emotional characteristics of age group; students' varied approaches to learning; student skills and knowledge; student interests and cultural heritage; student economic influences; and student family, school, and community context. * Selects and integrates instructional goals that are valuable, clearly stated, measurable, and suitable for diverse students, and that create opportunities for different types of learning. * Seeks and effectively utilizes all available school and district teaching and student resources to enhance instruction and learning. * Designs coherent instruction (including learning activities, instructional materials and resources, instructional groups, lesson and unit structure and the like) that reflect current best practices in the field and support the instructional goals. * Accurately and thoroughly assesses student learning using instructional goals; clearly communicates assessment criteria and standards to students; and effectively utilizes assessment results to plan for individuals and groups of students. * Uses student assessment information to assist the Special Educator in developing an effective standard based Individual Educational Plan (IEP) for those students who qualify for such services. Learning Environment * Creates and maintains an environment of respect and rapport. * Establishes a culture for learning that incorporates the importance of the content, student pride in high quality work, and high expectations for student achievement. * Effectively and efficiently manages classroom procedures including instructional groups, transitions, materials and supplies handling, and the performance of non-instructional duties. * Assures productive, effective, and efficient use of paraeducators and volunteers in the classroom. * Implements positive behavior intervention and supports (PBIS) to effectively manage student behavior by clearly communicating expectations, monitoring student behavior at all times, and successfully and respectfully responds to student behavior. * Implements effective student behavior support plan as needed. * Effectively organizes classroom furniture and other physical resources to promote learning, safety, and accessibility. * Provides a safe learning environment for all students. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Instruction * Communicates directions and procedures clearly, accurately, and effectively both in spoken and written language. * Effectively utilizes questioning and discussion techniques in the classroom to promote student participation and to successfully engage students in the discussion. * Effectively and appropriately engages students in learning to maximize student comprehension of the lesson through representation of content, activities, and assignments, instructional groupings, instructional materials and resources, structure and pacing, and the like. * Provides accurate, substantive, construction, specific, and timely feedback on student progress and performance to students, parents, and other professionals as needed or required. * Demonstrates flexibility and responsiveness to student needs by effectively scaffolding to the lesson, persistently seeking thoughtful alternative approaches/strategies/resources, and successfully accommodating students' questions or interests to enhance student learning. Other Professional Responsibilities * Accurately and thoroughly assesses as lesson's effectiveness and the extent to which it achieved its goals, and effectively modifies the lesson plan for future use to enhance student learning. * Assists the school Principal in planning and evaluating curriculum effectiveness and identifying program needs. * Develops and implements an effective system to maintain accurate, complete, and confidential student records including student completion of assignments, student progress in learning, and other non-instructional records. * Prepares and submits accurate, complete, timely, and effective reports as required by law, district policy, and/or administrative regulations. * Communicates/collaborates effectively with parents to keep families informed of the instructional programs and individual student progress, and effectively responds to parent concerns and engages families to help meet the educational needs of the student. Means of communication may include annual open house, conferences, weekly newsletters, sessions for program discussion, and other individual meetings as necessary. * Works effectively, cooperatively, and respectfully with supervisors, colleagues, and other professionals and outside agencies. * Participates in EST/MTSS functions including (but not limited to) meetings, developing referral processes, screening referred students, providing supplemental support, and consulting services as requested. * Actively participates in school events, workshops, in-service meetings, teacher trainings, building level staff meetings, district meetings, and other school and district committees/projects, making substantial contributions. * Seeks out and actively participates in opportunities for professional development to enhance content knowledge and teaching skills, to support district goals and school action/strategic plans, and/or as may be directed by the school Principal. * Keeps abreast of current best practices, research findings, and other developments in the field. Actively participates in assisting and supporting other educators and administrators in the school and/or district. * Shows professionalism and considers “What's best for students” in serving and advocating for students, and in decision making. * Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, policies and corresponding school district policies. Qualifications/Experience To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience: A Bachelor's degree and working knowledge of Vermont's Educational Standards required. Certificates, Licenses, Registrations. Holds or is eligible to hold a Vermont Teaching License. Holds the appropriate endorsement(s) and meets all the basic competencies and qualifications of the endorsement(s) as listed in the Regulations Governing the Licensing of Educators and the Preparation of Educational Professionals. Language Skills: Ability to read, analyze, and interpret common educational and technical journals, periodicals, and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district standards or regulations. Ability to effectively present information to and respond to questions from administrators, parents, peers, board members, and the general public. Mathematical/Reasoning Skills: Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft and Google preferred. Communication and Interpersonal Skills: Ability to efficiently, effectively, and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively handle stressful situations and resolve conflicts. Physical Requirements * The work environment is in a mixed environment, with moderate noise, temperatures that are controlled, and no exposure to chemicals or other negative air quality elements. * The work is light/moderate work, requiring exertion of up to 30 pounds of force to move or lift objects. * The following physical and mental abilities are representative of those expected to complete the essential functions of the job: - Standing for prolonged periods - Sitting for prolonged periods - Repetitive motions with the hands, wrists, or fingers - Repetitive motions with force on the back or lower body - Ability to feel, grasp, or hold objects by hand - Discernment of colors visually - Discernment of letters or numbers - Discernment of objects under low light or distant conditions - Understanding and communicating in spoken language - Understanding and communicating in written language - Perception of sounds - Making decisions using logic and rational thinking To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations shall be made, as required by law, to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the but which may be reasonably considered to be incidental in the performing of their duties, just as though they were actually written out in this job description. Danville School and Caledonia Central Supervisory Union assure equal opportunity and public access in all their employment and service policies. CCSD and CCSU do not discriminate in hiring, programs, or policies on the basis of race, color, creed, religion, ancestry, national origin, age, disability, sex, marital status, or sexual orientation.

A dynamic educator to collaborate with our Early Education team to meet the academic, social and emotional needs of students in an engaging, play based learning environment. A candidate will have knowledge of the Vermont Early Learning Standards, Teaching Strategies Gold, program assessment, and the Vermont State Licensing regulations.

The Burlington School District believes a diverse and culturally proficient faculty and staff are pivotal to the creation of a strong learning and working environment that supports student achievement and success. BSD administrators lead inclusive school communities with our vision: " Cultivating caring, creative, and courageous people. - Join the journey.” The Mission of the Burlington School District is to graduate students who: Value different cultures; Engage with the community; Communicate effectively; Think creatively; Skillfully solve problems; and Achieve at their highest academic, intellectual and personal potential. Burlington School District is seeking a Pareducator to assist professionals in supplying individualized instruction to Kindergarten students in classrooms and small group environments. The paraeducator will facilitate and supplement the educational process under the direction of a professional staff member. Responsibilities include communication facilitation, carrying out programs designed by the teaching staff, managing behavior, teaching self-regulation skills, and supporting and facilitating social engagement with peers. Physical responsibilities include lifting, carrying, personal care, and the ability to assess a situation and respond quickly. The essential functions of this position include: Support the developmental growth of each child: Facilitate children's engagement in play activities by asking children open-ended questions about their activity and offering suggestions to add more complex materials and ideas. Facilitate language development by describing to children their activity as well as the adult's activity as they are happening. Use motivation/positive behavior management technique. Understand young children, their behaviors and motivation. Effective and respectful communication with students, parents, and school staff. Work Collaboratively with Teaching Team: Following IEP Objectives and Behavior Plans. Using methods, and materials prescribed by the teaching team. Assist professional staff in supervising students across environments. Assist professional staff in the maintenance and operation of classrooms by prepping. materials and classrooms for daily activities. Participate in scheduled paraeducator in-service and training. Assist professional staff with the collation, collating, and recording of data. Perform other tasks and duties as appropriate and/or assigned. Education: Minimum Required: High School Diploma Minimum Required: At least two years post-secondary education or successful completion of the Praxis exam. The working conditions of this position include: Work environment is a regular office, classroom, outdoor, community preschool or other school setting. Occasional exposure to weather extremes. Ability to tolerate extremes in noise levels. Ability to lifting and carrying upto 50lbs. SALARY: As per the Master Agreement between the Burlington Board of School Commissioners and the Paraeducators of the Burlington School District. In addition to the base rate of pay. Intensive Needs Paras will receive a premium for hours worked directly with intensive special needs (ISN) students of $4.00 per hour. BENEFITS: Health and life insurance benefits are available for this position after a period of 45 working days. Dental benefits are available after 1 full working year. Equal Opportunity: The Burlington School District provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. The Burlington School District will provide reasonable accommodations for qualified individuals with disabilities.

Cambridge Elementary is searching for a second grade classroom teacher to join our incredible school community for the 2025-2026 school year. We are seeking candidates with knowledge and experience with the following programs, practices, beliefs, and research: Responsive Classroom, American Reading Company, Wiley Blevins Phonics Program, Guided Reading, Patterns of Power, MAPS and Fastbridge assessments, Bridges Math Program, Math Menu, Next Generation Science Standards, Growth Mindset, Developmental Trauma and Resilience, and Restorative Practices. Nestled at the base of the green mountains with views of beautiful Mount Mansfield, Cambridge Elementary is home to a top notch team of highly committed educators and support staff, amazing students, and a supportive community. You can find out more about our school at our website - ************ ces. lnsd. org

We are seeking a skilled and experienced teacher with a love for young children, working on a team, and serving in a Catholic school environment. Experience with "the science of reading," and programs in literacy and math such as Fundations, Heggerty, and Illustrative Mathematics are favorable.

Classroom Teacher - 5th Grade Reading & 6th Grade Social Studies Reports To: Principal Salary: Based on Experience FLSA Status: Exempt Our Mission It is the mission of the Caledonia Central Supervisory Union and its seven member schools to create a learning community in which each individual can achieve the highest standards of excellence in intellectual growth and citizenship. Teaching and Learning at Danville School At Danville, we design and implement high-quality instruction that is relevant to students' lives and encourage them to take an active role in guiding their education. We live our values of being polite, responsible, inclusive, determined, and engaged through all elements of instruction to strongly emphasize authenticity, culture and relationships, curiosity, creativity, and design. We strive to ensure that all students are engaged and active learners within a culture of inclusion that values them as contributing members of our school community. We approach students through a lens of inquiry, honoring their voices, questions, curiosity, and creativity. We see school as an extension of our broader local and global communities, where students have the opportunity to grapple with questions that are important both locally and globally, creating active and engaged citizens. We prepare students to be leaders and contributors to their community, and we ask educators to help students create and implement high-quality work that is rigorous and relevant. Position Summary The 5th/6th grade Teacher is responsible for creating a nurturing and engaging classroom environment that fosters academic, social, and emotional growth for students. This role involves collaborating with a team of four to plan and deliver instructional lessons. This position will be teaching 5th grade reading and 6th grade social studies, in accordance with the Vermont state curriculum standards. Key Responsibilities: * Develop and implement lesson plans that meet the diverse learning needs of students. * Utilize various instructional strategies to promote student engagement and understanding. * Assess student progress through formative and summative assessments, providing feedback and support as needed. * Create a positive classroom culture that exemplifies our PRIDE values of being polite, responsible, inclusive, determined, and engaged. * Communicate regularly with parents and guardians regarding student progress and classroom activities. * Participate in professional development opportunities to enhance teaching practices and stay current with educational trends. Job Duties Planning & Preparation * Effectively integrates solid content knowledge into the curricula, makes connections between the content and other parts of the student discipline(s), and develops relationships among topics and concepts in teaching plans and practices. * Integrates current best practices, research, and education laws into the teaching plans and practices, to assure the most effective educational program for our students. * Demonstrates knowledge and understanding of students including: intellectual, social, and emotional characteristics of age group; students' varied approaches to learning; student skills and knowledge; student interests and cultural heritage; student economic influences; and student family, school, and community context. * Selects and integrates instructional goals that are valuable, clearly stated, measurable, and suitable for diverse students, and that create opportunities for different types of learning. * Seeks and effectively utilizes all available school and district teaching and student resources to enhance instruction and learning. * Designs coherent instruction (including learning activities, instructional materials and resources, instructional groups, lesson and unit structure and the like) that reflect current best practices in the field and support the instructional goals. * Accurately and thoroughly assesses student learning using instructional goals; clearly communicates assessment criteria and standards to students; and effectively utilizes assessment results to plan for individuals and groups of students. * Uses student assessment information to assist the Special Educator in developing an effective standard based Individual Educational Plan (IEP) for those students who qualify for such services. Learning Environment * Creates and maintains an environment of respect and rapport. * Establishes a culture for learning that incorporates the importance of the content, student pride in high quality work, and high expectations for student achievement. * Effectively and efficiently manages classroom procedures including instructional groups, transitions, materials and supplies handling, and the performance of non-instructional duties. * Assures productive, effective, and efficient use of paraeducators and volunteers in the classroom. * Implements positive behavior intervention and supports (PBIS) to effectively manage student behavior by clearly communicating expectations, monitoring student behavior at all times, and successfully and respectfully responds to student behavior. * Implements effective student behavior support plan as needed. * Effectively organizes classroom furniture and other physical resources to promote learning, safety, and accessibility. * Provides a safe learning environment for all students. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Instruction * Communicates directions and procedures clearly, accurately, and effectively both in spoken and written language. * Effectively utilizes questioning and discussion techniques in the classroom to promote student participation and to successfully engage students in the discussion. * Effectively and appropriately engages students in learning to maximize student comprehension of the lesson through representation of content, activities, and assignments, instructional groupings, instructional materials and resources, structure and pacing, and the like. * Provides accurate, substantive, construction, specific, and timely feedback on student progress and performance to students, parents, and other professionals as needed or required. * Demonstrates flexibility and responsiveness to student needs by effectively scaffolding to the lesson, persistently seeking thoughtful alternative approaches/strategies/resources, and successfully accommodating students' questions or interests to enhance student learning. Other Professional Responsibilities * Accurately and thoroughly assesses as lesson's effectiveness and the extent to which it achieved its goals, and effectively modifies the lesson plan for future use to enhance student learning. * Assists the school Principal in planning and evaluating curriculum effectiveness and identifying program needs. * Develops and implements an effective system to maintain accurate, complete, and confidential student records including student completion of assignments, student progress in learning, and other non-instructional records. * Prepares and submits accurate, complete, timely, and effective reports as required by law, district policy, and/or administrative regulations. * Communicates/collaborates effectively with parents to keep families informed of the instructional programs and individual student progress, and effectively responds to parent concerns and engages families to help meet the educational needs of the student. Means of communication may include annual open house, conferences, weekly newsletters, sessions for program discussion, and other individual meetings as necessary. * Works effectively, cooperatively, and respectfully with supervisors, colleagues, and other professionals and outside agencies. * Participates in EST/MTSS functions including (but not limited to) meetings, developing referral processes, screening referred students, providing supplemental support, and consulting services as requested. * Actively participates in school events, workshops, in-service meetings, teacher trainings, building level staff meetings, district meetings, and other school and district committees/projects, making substantial contributions. * Seeks out and actively participates in opportunities for professional development to enhance content knowledge and teaching skills, to support district goals and school action/strategic plans, and/or as may be directed by the school Principal. * Keeps abreast of current best practices, research findings, and other developments in the field. Actively participates in assisting and supporting other educators and administrators in the school and/or district. * Shows professionalism and considers “What's best for students” in serving and advocating for students, and in decision making. * Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, policies and corresponding school district policies. Qualifications/Experience To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience: A Bachelor's degree and working knowledge of Vermont's Educational Standards required. Certificates, Licenses, Registrations. Holds or is eligible to hold a Vermont Teaching License. Holds the appropriate endorsement(s) and meets all the basic competencies and qualifications of the endorsement(s) as listed in the Regulations Governing the Licensing of Educators and the Preparation of Educational Professionals. Language Skills: Ability to read, analyze, and interpret common educational and technical journals, periodicals, and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district standards or regulations. Ability to effectively present information to and respond to questions from administrators, parents, peers, board members, and the general public. Mathematical/Reasoning Skills: Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft and Google preferred. Communication and Interpersonal Skills: Ability to efficiently, effectively, and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively handle stressful situations and resolve conflicts. Physical Requirements * The work environment is in a mixed environment, with moderate noise, temperatures that are controlled, and no exposure to chemicals or other negative air quality elements. * The work is light/moderate work, requiring exertion of up to 30 pounds of force to move or lift objects. * The following physical and mental abilities are representative of those expected to complete the essential functions of the job: - Standing for prolonged periods - Sitting for prolonged periods - Repetitive motions with the hands, wrists, or fingers - Repetitive motions with force on the back or lower body - Ability to feel, grasp, or hold objects by hand - Discernment of colors visually - Discernment of letters or numbers - Discernment of objects under low light or distant conditions - Understanding and communicating in spoken language - Understanding and communicating in written language - Perception of sounds - Making decisions using logic and rational thinking To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations shall be made, as required by law, to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the but which may be reasonably considered to be incidental in the performing of their duties, just as though they were actually written out in this job description. Danville School and Caledonia Central Supervisory Union assure equal opportunity and public access in all their employment and service policies. CCSD and CCSU do not discriminate in hiring, programs, or policies on the basis of race, color, creed, religion, ancestry, national origin, age, disability, sex, marital status, or sexual orientation.

Richford Elementary School, a prekindergarten through grade five school, is excited to invite applications for a Kindergarten Teacher position for the 2025-2026 school year. As a proud Leader in Me school, we empower students to take ownership of their learning, develop leadership skills, and make a meaningful impact in their school and community. We're looking for an educator who thrives in a collaborative, team-driven environment-someone who uses data to inform instruction, adapts to student needs, and brings creativity to the classroom. The ideal candidate values student voice, fosters leadership, and creates an inclusive, engaging space where every child grows academically, socially, and emotionally. At RES, teaching is a shared effort, and we're excited to welcome a team player who's ready to make an impact. What Sets RES Apart? ✅ Team-Based Instructional Model - Teachers co-plan and team-teach many content areas, working closely with colleagues, interventionists, specialists, and paraeducators to design integrated instruction that meets diverse student needs. ✅ Multi-Tiered System of Supports (MTSS) - We take a data-informed approach to instruction, ensuring every student gets the right level of support to succeed. ✅ Strong Student Support Team - Teachers collaborate with behavior specialists, school counselors, and administrators to support students' academic and social-emotional growth. ✅ Leader in Me School - We embed leadership development and life skills into daily learning, helping students grow as confident, responsible individuals. ✅ Professional Growth & Mentorship - FNESU and RES offer mentorship, coaching, targeted professional learning, and a supportive administration to help educators refine their craft and grow professionally. Responsibilities: -Co-planning and team-teaching to create engaging, data-informed instruction aligned with the Common Core State Standards, Leader in Me principles, and our math and literacy programs to ensure cohesive, high-quality instruction. -Differentiating instruction to meet the needs of all learners, ensuring students receive the right level of challenge and support. -Collaborating in a Professional Learning Community (PLC) to reflect on student progress and refine teaching practices. -Using Trauma-Informed Practices and the Responsive Classroom model to build a positive, inclusive classroom culture. -Building meaningful connections with families to support student growth beyond the classroom. Who We're Looking For: -A collaborative, team-focused educator who enjoys co-teaching, co-planning, and problem-solving with colleagues to achieve the school's goals. -Someone ready to lead initiatives and take on leadership roles, contributing to our culture of collaboration and leadership development. -A flexible, innovative educator eager to try new approaches to engage students and foster their growth. -An educator who prioritizes student voice and leadership, helping learners take ownership of their learning. -A teacher who values building strong relationships with students, families, and colleagues. Consider joining Richford Elementary School and be part of a dynamic, innovative learning community where teachers work together to shape students' educational experiences and leadership skills. We encourage potential candidates to visit RES, explore our professional learning community, and see if we are the right match for you! Our employees are offered a competitive benefits package. For new teachers, the package also includes student loan assistance, longevity bonuses, and a competitive starting salary. We provide embedded support for teachers including: new teacher mentoring, local professional development opportunities, and school-based instructional coaching. FNESU teachers and leaders are innovative and forward-thinking. Many have been recognized at the local, state, and national level for their work in education. We are seeking candidates committed to continuously improving practices in order to best serve our students, teachers, and communities. Franklin Northeast Supervisory Union (FNESU) is a Pre-K-12 system comprised of 6 rural towns in Northern Vermont; Bakersfield, Berkshire, Enosburg, Montgomery, Richford and Sheldon. FNESU consists of six Elementary Schools, two Middle Schools, two High Schools, and one Technical Career Center. FNESU serves approximately 1,950 students within our six towns. FNESU is situated in rural northwestern Vermont, which is the perfect setting for outdoor enthusiasts. We are located just 20 miles from Jay Peak Resort, 32 miles from Smuggler's Notch, and within driving distance to several other surrounding ski resorts. There are plenty of areas to hike, swim, cross-country ski, snowmobile, and mountain bike. We are an hour away from Burlington and just an hour and a half from Montreal.