Classroom Teacher


A classroom teacher is responsible for the education of each student assigned to his or her class, and is responsible for working with students, parents, other teachers and staff, and the Principal towards achieving the mission and goals of City View Charter School. The Classroom Teacher is responsible for teaching all core academic disciplines including language arts, social studies, science and mathematics. This job description is meant to provide structure to the responsibilities and accountability of this position. There may be additional responsibilities that a teacher undertakes or that are assigned as needs of students and of the school arise. Classroom Teachers report to the Principal.


In the following areas, a Classroom Teacher is expected to:




  • Implement the principles and components of EL Education instructional model and the Responsive Classroom model. Teachers in their first year at City View are expected to commit to learning these models by attending new staff orientation in the summer and a new staff seminar held throughout the year.


  • Work with the Grade Level Cluster to plan two interdisciplinary learning expeditions per year using an agreed upon framework. Expeditions should be designed to teach core grade level content and skills and should be anchored by authentic and well-designed projects. Expeditions should also include meaningful fieldwork and service opportunities.


  • Plan challenging and engaging lessons and experiences designed to help students achieve content and curriculum standards for their grade level (outlined in City View Curriculum Frameworks). Ensure that lessons have multiple entry points and support structures so that children with different abilities and learning styles are successful.


  • Work with inclusion staff to plan for and meet the needs of students with Individual Education Plans (IEPs) and English Language Learners(ELLs). Differentiate instruction and provide accommodations and supports as needed. Actively seek to improve knowledge and skills to better address the needs of special education students and ELLs.


  • Utilize a workshop model as the main format for instructional time. Keep whole group and lecture-style lessons to a minimum. Consistently utilize the additional adults in the room (ie, fellow, inclusion teacher, volunteers) to support individuals and groups within the workshop model and to maximize student engagement.


  • Implement a balanced literacy program that includes daily instruction and practice in reading and writing. As appropriate to the grade level and needs of individual students, implement the strategies and structures of Guided Reading. Support student literacy(reading, writing, speaking, listening) across the curriculum.


  • Work to help plan, develop, and refine a grade level curriculum that addresses both local and national standards and motivates student learning.


  • Develop strong long-range plans including curriculum maps for math and language arts. Provide plans to the Principal and share with your teaching team including inclusion teachers who work in your classroom. Provide students and their families with a semester or year long plan.


  • Assign and provide homework (grades 1 and above) that is inline with City View homework guidelines and that supports classroom instruction and reinforces skills. Consider developmental age and individual student needs when developing and differentiating assignments. Communicate with parents about homework expectations.


  • Incorporate diversity issues and multicultural content into curriculum and instruction throughout the year in big and small ways. Ensure that all students see their culture(s) represented in curriculum and materials.


  • Develop and revise clear criteria and standards for quality work and regularly examine student work to ensure that it meets increasingly higher standards of quality.


  • Display student work documenting the process that went into creating the work.  Involve students in developing and creating displays.


  • Plan exhibitions of student work at least two times per year to give students an opportunity to share their work with an audience of parents, other students, and community members.




  • Conduct ongoing assessment of student work using multiple assessment tools including anecdotal records, performance assessments with rubrics, exams, and individualized assessments as appropriate and as specified in our school’s Accountability Plan. Use assessment data to plan for instruction and to set short and long-range goals. Ensure collection and submission of data specified in the school’s Accountability Plan.


  • Regularly analyze student data to improve instruction, insure equity and make program recommendations and improvements.


  • Utilize assessment for learning strategies to engage students in assessing their own understanding and mastery. Involve students in using learning targets for this purpose.


  • Ensure that each student has a portfolio with items outlined in the criteria for portfolio collection established by the teaching staff. Plan for portfolio collection and support students in selecting and reflecting on pieces for their portfolio. Work with the teaching team to coordinate the process.


  • Maintain a literacy and mathematics folder for each student charting progress using agreed upon assessments and notations.


Social Curriculum/School Culture


  • Plan and lead a daily morning meeting based on an agreed upon structure. Involve students in leading and sharing at morning meeting. Incorporate team and trust building activities.


  • Create and maintain a physically and emotionally safe environment for students. Communicate respectfully to students at all times. Model, practice and discuss respectful, unbiased and effective communication with students.


  • Involve students in creating classroom rules. Establish and consistently apply logical consequences for not following them.


  • Uphold and support the school-wide discipline policies. Document serious and less serious infractions to the policies and seek help and support from colleagues and administrators when discipline concerns arise.  Create behavior plans to support student learning when needed.  


  • Structure a classroom environment that is developmentally appropriate, student-centered, print-rich and well organized. Involve students in the care and maintenance of the room.


  • Involve students in meaningful community service.


  • Engage students in age appropriate discussions of diversity and equity. Use student observations, questions, actions and reactions as teachable moments to issues.


Collaboration, Collegiality and Professionalism


  • Plan at least weekly with the grade level cluster to ensure consistency of program and curriculum implementation.


  • Attend weekly consult-time with members of the Inclusion Team. Work and plan closely with Inclusion Team members to insure consistency and support for students with IEPs and English Language Learners.


  • Be on time for classes, duties, team meeting and professional development activities. Communicate about and plan for absences in advance with teaching partners and the Principal.


  • Seek to resolve conflicts with colleagues as soon as they arise. Seek support from the Principal when needed.


  • Make classrooms open to visits from other teachers, administrators, family members, prospective families and visitors to the school in ways that are not disruptive to student learning. Involve students in welcoming visitors and communicating about the program.


Professional Development


  • Participate in weekly Professional Development Time and contribute to sessions by sharing ideas and student work, offering feedback, and facilitating some sessions or discussions.


  • Participate in peer observation using protocols established and agreed upon by staff.


  • Participate in a two-week Summer Professional Development Institute before students begin in the fall.


  • Seek out additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals.


Parent Communication and Involvement


  • Prepare narrative progress reports 2 times per year using the reporting procedures agreed upon by the teaching staff and the principal. Collaborate as needed with other teachers.


  • Conduct conferences with parents 2 times per year for the purpose of sharing assessments and student work and making recommendations. Support students in sharing portfolios with their parents.


  • Communicate at interim reporting intervals with parents about student progress. Contact parents immediately when concerns arise about student performance or work completion.


  • Involve parent volunteers in the classroom in ways that meet the needs of the class and utilize the strengths, talents, and interests of volunteers.


  • Keep parents informed about classroom activities and units of study through on-going communication.


  • Support parents in understanding the instructional approach at City View through regular communication. Assist with planning and facilitating at least one parent workshop per year.


Other Professional Responsibilities


  • Attend and participate in school events. Teachers are asked to attend at least two community meetings or events per year (note: one of these may be the parent workshop that the teacher helps lead.)


  • Check email daily and respond promptly to requests from parents, administrators and colleagues.


  • Maintain an accurate and up to date record of student attendance 


Competitive salary range starting at $39,000 depending on experience and educational level.  

To apply please send cover letter, resume and letters of reference to