Elementary Teacher – Grades 3–5
We are seeking exceptional 3rd–5th Grade Teachers who believe students are capable of achieving at high levels when provided with excellent instruction, meaningful relationships, and appropriately rigorous academic experiences.
Our academy is built on a culture of high expectations, advanced academics, strong relationships, and continuous growth. Teachers are expected to provide students with a strong academic foundation while challenging them to think critically, communicate effectively, solve complex problems, and take increasing ownership of their learning.
The 3rd–5th Grade Teacher will create a structured, engaging, and academically rigorous classroom that prepares students not simply to meet grade-level standards, but to master essential skills and confidently tackle advanced learning opportunities.
We welcome experienced educators as well as talented individuals entering the profession through an approved alternative certification pathway who share our commitment to excellence and high expectations for every student.
Essential Duties and ResponsibilitiesHigh-Quality, Rigorous Instruction- Plan and deliver engaging, rigorous, TEKS-aligned instruction appropriate for students in grades 3–5.
- Maintain high academic and behavioral expectations for all students.
- Develop lessons that move students beyond basic recall toward application, analysis, problem-solving, reasoning, and creation.
- Establish clear learning targets and success criteria so students understand what they are expected to learn and demonstrate.
- Use explicit instruction, modeling, guided practice, collaborative learning, independent practice, and purposeful lesson closure.
- Provide frequent opportunities for students to engage in academic discourse, writing, inquiry, problem-solving, and productive struggle.
- Incorporate project-based, interdisciplinary, and real-world learning experiences when appropriate.
- Provide enrichment and acceleration for students demonstrating readiness for advanced academic work.
- Maximize instructional time and maintain purposeful, bell-to-bell learning.
- Build the academic habits, independence, perseverance, organization, and critical-thinking skills students will need for success in middle school and beyond.
- Expose students to challenging texts, advanced vocabulary, complex questions, multi-step problems, research, and authentic applications of learning.
- Teach students to explain and defend their thinking using evidence.
- Provide opportunities for students to collaborate, communicate, create, investigate, and solve problems.
- Encourage intellectual curiosity and create a classroom culture where students are excited to challenge themselves.
- Help students understand that academic excellence is achieved through effort, persistence, reflection, and a willingness to learn from mistakes.
Depending upon the campus instructional model, teachers may provide self-contained instruction or specialize in one or more core academic areas.
Reading Language Arts- Provide rigorous instruction in reading comprehension, vocabulary, fluency, written composition, grammar, research, and communication.
- Utilize evidence-based literacy practices aligned with Texas standards.
- Engage students with increasingly complex literary and informational texts.
- Teach students to analyze texts, make inferences, evaluate information, support responses with textual evidence, and communicate ideas effectively.
- Provide frequent opportunities for meaningful writing across content areas.
- Develop conceptual understanding, procedural fluency, mathematical reasoning, problem-solving, and application.
- Require students to explain mathematical thinking and justify solutions.
- Provide opportunities for students to solve multi-step and real-world problems.
- Differentiate instruction to address unfinished learning while providing acceleration for students ready for advanced mathematical concepts.
- Provide hands-on, inquiry-based science experiences aligned with grade-level TEKS.
- Encourage students to investigate, observe, analyze data, draw conclusions, and communicate scientific thinking.
- Develop students' understanding of history, geography, government, economics, citizenship, and culture through meaningful and engaging instruction.
- Incorporate research, primary and secondary sources, projects, discussion, and interdisciplinary learning opportunities.
- Administer required classroom, campus, network, and state assessments.
- Regularly analyze formative, interim, benchmark, and summative assessment data.
- Use student performance data to adjust instruction, establish flexible groups, and determine intervention and enrichment needs.
- Develop and implement instructional responses when students have not demonstrated mastery.
- Provide accelerated learning and enrichment when students demonstrate readiness.
- Participate actively in Professional Learning Communities (PLCs), data meetings, collaborative planning, and lesson internalization.
- Maintain accurate student records and progress-monitoring documentation.
- Take ownership of student academic growth and achievement.
Teachers in grades 3–5 play an important role in preparing students for success on Texas state assessments. Teachers will:
- Ensure daily instruction is tightly aligned to the rigor and depth of the TEKS.
- Familiarize students with the types of thinking, reading, writing, reasoning, and problem-solving required on STAAR.
- Use assessment data to identify individual and group learning needs.
- Provide targeted reteaching and intervention without allowing test preparation to replace high-quality daily instruction.
- Teach students effective academic strategies, perseverance, and confidence when approaching challenging tasks.
- Maintain the expectation that students can demonstrate high levels of mastery while ensuring that learning remains meaningful, engaging, and relevant.
- Differentiate instruction based on student readiness, assessment data, learning needs, and demonstrated mastery.
- Provide targeted small-group instruction.
- Implement interventions through the campus Multi-Tiered System of Supports (MTSS).
- Progress monitor students receiving intervention and adjust supports based on student response.
- Provide meaningful enrichment and acceleration for advanced learners.
- Implement Individualized Education Programs (IEPs), Section 504 plans, language supports, dyslexia accommodations, and other required student supports with fidelity.
- Collaborate with special education teachers, interventionists, dyslexia specialists, multilingual education staff, gifted/advanced academic staff, counselors, and other support personnel.
- Maintain required documentation of accommodations, interventions, and student progress.
- Create a safe, inclusive, structured, joyful, and academically focused classroom.
- Establish clear routines, procedures, academic expectations, and behavioral expectations.
- Develop authentic relationships with students while maintaining consistently high standards.
- Teach students increasing responsibility for their behavior, academic performance, organization, and learning.
- Use positive and proactive classroom-management practices that protect instructional time.
- Foster a classroom culture in which students respectfully challenge ideas, ask questions, collaborate, and take academic risks.
- Recognize and celebrate student growth, achievement, perseverance, character, and excellence.
- Build strong, professional partnerships with parents and guardians.
- Maintain consistent communication regarding student academic progress, achievements, attendance, behavior, and areas of concern.
- Communicate concerns early and work collaboratively with families to develop solutions.
- Participate in parent conferences, family nights, academic events, student showcases, and other campus activities.
- Respond to parent communication professionally and within campus-established timelines.
- Help families understand academic expectations and how they can support learning at home.
- Treat families as valued partners in their child's education.
- Participate actively in professional development, PLCs, collaborative planning, data meetings, instructional coaching, and campus initiatives.
- Engage in lesson internalization and purposeful preparation before delivering instruction.
- Implement feedback from instructional leaders and demonstrate continuous professional growth.
- Collaborate effectively with grade-level teams, special education teachers, interventionists, instructional coaches, administrators, and other campus personnel.
- Maintain accurate lesson plans, grades, attendance, assessment records, parent communication, and required student documentation.
- Follow applicable federal and state laws, Texas Education Agency requirements, charter policies, and campus procedures.
- Maintain student confidentiality and exercise sound professional judgment.
- Participate in arrival, dismissal, student activities, school events, and other responsibilities necessary to support the school community.
Bachelor's degree from an accredited college or university required for certified teacher positions, subject to applicable Texas certification requirements and approved certification pathways.
CertificationApplicants holding or pursuing appropriate Texas teacher certification are encouraged to apply, including candidates with:
- EC–6 Core Subjects/Generalist Certification
- Special Education Certification
- Bilingual and/or ESL Certification/Supplemental
- Other appropriate Texas teaching certifications
Candidates currently enrolled in or eligible to enter an approved Alternative Certification Program
Candidates working toward certification must demonstrate a commitment to successfully completing certification requirements within established timelines.
Special Education, bilingual/ESL, gifted education, and advanced academic experience are highly valued.
Preferred Experience- Experience teaching students in grades 3–5.
- Demonstrated success improving student academic achievement.
- Experience in a high-performing charter, public, private, or advanced academic school environment.
- Strong knowledge of Texas Essential Knowledge and Skills (TEKS).
- Experience using assessment data to drive instructional decisions.
- Experience preparing students for rigorous state assessments while maintaining a strong focus on authentic learning.
- Experience providing small-group instruction, intervention, and enrichment.
- Experience implementing IEPs, Section 504 plans, MTSS interventions, and accommodations.
- Experience working with gifted, advanced, or accelerated learners.
We are looking for educators who:
- Believe every student can achieve at high levels.
- Set ambitious goals and maintain high expectations for themselves and their students.
- Understand that rigor and strong relationships are not competing priorities—they are both essential.
- Are passionate about teaching, learning, and student achievement.
- Bring energy, enthusiasm, organization, creativity, and professionalism to their classroom.
- Use data to improve instruction and respond quickly when students are not mastering essential skills.
- Challenge advanced learners rather than allowing demonstrated mastery to become a stopping point.
- Welcome instructional coaching, feedback, reflection, and continuous improvement.
- Collaborate effectively and contribute positively to a strong professional team.
- Communicate effectively with students, families, colleagues, and administrators.
- Are dependable, flexible, solution-oriented, and willing to contribute wherever needed.
- Want to help build and sustain an exceptional high-performing school.
Our academy believes that high expectations begin with adults. Students deserve classrooms where excellent instruction, meaningful relationships, strong systems, academic challenge, and genuine care exist together.
We are not looking for educators who are satisfied with students simply meeting minimum expectations. We seek teachers who will recognize students' potential, provide the support necessary to reach it, and continually ask, "What is the next level of learning for this student?"
Whether you are an experienced certified teacher, a special education educator seeking a new opportunity, or a talented professional completing an alternative certification program, if you believe students are capable of more and you are ready to help them achieve it, we encourage you to apply.
Additional DutiesThe foregoing statements describe the general purpose and responsibilities assigned to this position and are not intended to represent an exhaustive list of duties. Additional responsibilities may be assigned by campus administration to support students and the effective operation of the academy.