About this role
Application Procedure The Scituate School Department actively seeks applications from the most capable, professional candidates. Please apply through SchoolSpring.com. In order to be considered, you must submit a complete SchoolSpring application. Incomplete SchoolSpring applications will not be considered. If selected for hire, you will be required to provide the following items in person: 1. W-4 2. Federal BCI (Done through your local police department or State Attorney General's Office) 3. I-9 (Must be filled out in person). Please bring appropriate documentation. About Scituate, Rhode Island Nestled in northwestern Rhode Island, just 12 miles west of Providence, Scituate is a scenic, historic town of about 10,300 residents. It is known for its rolling woodlands, pristine lakes and reservoirs, classic New England charm, and the Scituate Reservoir, Rhode Island’s largest source of drinking water. The community maintains a close-knit, family-oriented atmosphere that balances rural tranquility with easy access to nearby cultural and economic opportunities and takes pride in its heritage, natural beauty, and high-quality schools. More About the Scituate School Department The Scituate School Department is a public school district serving approximately 1,200 students across five schools: three elementary schools (Clayville, Hope, and North Scituate Elementary Schools, PreK–5), Scituate Middle School (grades 6–8), and Scituate High School (grades 9–12). Our dedicated educators, support staff, and administrators work as a professional learning community, sharing responsibility to ensure that every student is engaged, challenged, and supported in reaching their full potential. With about 150 certified and non-certified staff members, Scituate’s schools provide a personalized educational experience that emphasizes academic excellence, innovation, and strong community connections. We are committed to college and career readiness, social-emotional well-being, inclusive learning environments, and close partnerships with families and the wider community. For additional information, please visit www.scituateschoolsri.net. We invite you to explore our schools, meet our learning community, and discover why Scituate is such a special place to work and learn. SUMMARY OF RESPONSIBILITIES: The Scituate School Department seeks a collaborative, student-centered Elementary Classroom Teacher who is committed to ensuring high levels of learning for all students. The successful candidate will create an engaging, inclusive, and academically rigorous classroom where every student is challenged, supported, and inspired to reach their full potential. The ideal candidate will demonstrate strong instructional practices, a commitment to evidence-based teaching, and the ability to build positive relationships with students, families, and colleagues. The successful candidate will collaborate as part of a professional learning community to promote student achievement and contribute to a positive school culture focused on continuous improvement. Instruction and Learning Plan and deliver engaging, standards-based instruction aligned with the Rhode Island Core Standards and district curriculum. Plan and deliver whole-group, small-group, and individualized instruction based on student learning needs and assessment data. Develop meaningful learning experiences that promote critical thinking, creativity, communication, collaboration, and problem-solving. Differentiate instruction to meet the academic, social, emotional, and developmental needs of all learners. Utilize evidence-based instructional strategies, explicit instruction, and Universal Design for Learning (UDL) principles to ensure equitable access to learning. Provide targeted intervention and enrichment opportunities to accelerate student growth and achievement. Foster student independence, perseverance, self-reflection, and a growth mindset. Facilitate meaningful student discourse, inquiry, and productive struggle to deepen understanding and engagement. Integrate literacy, mathematics, science, social studies, and technology across the curriculum when appropriate. Utilize instructional technology to enhance student engagement and learning. Assessment and Data-Informed Practice Utilize formative and summative assessment data to monitor student progress and inform instructional decision-making. Analyze student performance data to identify strengths, learning needs, and opportunities for intervention and enrichment. Use assessment data to flexibly group students and adjust instruction to meet changing learning needs. Maintain accurate and timely records of student achievement and progress. Provide meaningful feedback to students and families regarding academic progress and learning goals. Participate in collaborative analysis of student work and assessment data to improve instructional practices and student outcomes. Collaboration and Student Support Collaborate with grade-level teams, specialists, special educators, interventionists, administrators, and related service providers to support student success. Participate actively in Professional Learning Communities (PLCs), curriculum development, Multi-Tiered Systems of Support (MTSS), and school improvement initiatives. Collaborate with families to establish positive partnerships that support student learning and well-being. Provide day-to-day guidance, support, and direction to assigned paraprofessionals to ensure effective implementation of instructional plans, accommodations, classroom routines, and student support strategies. Support the implementation of accommodations and interventions for students receiving academic and behavioral supports. Collaborate with instructional specialists and intervention staff to monitor student progress and coordinate supports within the MTSS framework. Learning Environment Establish and maintain a safe, respectful, inclusive, and engaging classroom environment. Foster positive student behavior through proactive classroom management and restorative practices. Promote responsibility, collaboration, empathy, and respect among students. Create a classroom culture characterized by high expectations, belonging, and academic excellence. Ensure students have equitable opportunities to participate fully in classroom learning experiences. Professional Responsibilities Engage in ongoing professional learning and reflective instructional practice. Maintain positive, professional relationships with students, families, colleagues, and community members. Support district initiatives related to curriculum, instruction, assessment, MTSS, continuous improvement, and strategic priorities. Demonstrate professionalism, ethical conduct, and confidentiality in accordance with district policies and applicable laws. Participate in faculty meetings, professional development, school events, and committee work as assigned. Perform other duties as assigned by the Building Principal or Superintendent/designee. Equal Employment Opportunity The Scituate School Department does not discriminate based on age, sex, sexual orientation, marital status, race, religion, national origin, color, creed, political affiliation, or disability in any of its educational programs, activities, or employment practices. For inquiries regarding non-discrimination policies, contact: Equal Employment Officer P.O. Box 188, North Scituate, RI 02857 Phone: (401) 647-4100 Email: [email protected] Inquiries may also be directed to: Office for Civil Rights, U.S. Department of Education (Boston Office) 5 Post Office Square, 8th Floor, Boston, MA 02109-3921 Phone: (617) 289-0111 Fax: (617) 289-0150 Email: [email protected] https://files-backend.assets.thrillshare.com/documents/asset/uploaded_file/3278/Ssd/e6624f12-e2a2-49fd-bb96-cc7f2119a9b8/MOU_to_the_Collective_Bargaining_Agreement_bet.pdf?disposition=inline
Qualification Requirements: Required Valid Rhode Island Elementary Education Teacher Certification appropriate for the assignment is required. Rhode Island Special Education Certification and/or Early Childhood Education Certification is preferred. Compliance with all Rhode Island Department of Education certification requirements. Valid Rhode Island Elementary Education Teacher Certification appropriate for the assignment. Bachelor's degree from an accredited college or university. Demonstrated knowledge of elementary instructional practices and child development. Knowledge of evidence-based instructional strategies, differentiated instruction, and Universal Design for Learning (UDL). Experience utilizing student performance data to inform instructional planning and improve student outcomes. Demonstrated ability to collaborate with and provide day-to-day guidance and support to assigned paraprofessionals in implementing instructional plans and student support strategies. Strong communication, collaboration, organizational, and interpersonal skills. Commitment to creating equitable, inclusive, and supportive learning environments for all students. Compliance with all Rhode Island Department of Education certification requirements. Preferred One (1) or more years of successful elementary teaching experience. Experience teaching in an elementary classroom. Experience implementing Multi-Tiered Systems of Support (MTSS). Experience differentiating instruction to meet the needs of diverse learners. Experience collaborating with special educators, interventionists, related service providers, and multidisciplinary teams. Experience supporting students with disabilities, multilingual learners, and students with varied academic, behavioral, and social-emotional needs. Experience integrating educational technology into daily instruction. MLL endorsement and/or Special Education certification preferred. Terms of Employment Salary and benefits in accordance with the Scituate Teachers' Association Collective Bargaining Agreement. Employment is contingent upon successful completion of all required state and federal background investigations, including fingerprint-based criminal history checks. Citizenship, legal residency, or authorization to work in the United States is required. Required Skills and Competencies Knowledge of Google Workspace, Microsoft Office, student information systems, and instructional technology. Strong understanding of evidence-based instructional practices and elementary curriculum. Ability to analyze student data and use information to improve instruction and student achievement. Ability to collaborate effectively with teachers, paraprofessionals, administrators, specialists, families, and community partners. Excellent oral, written, organizational, and interpersonal communication skills. Strong problem-solving, collaboration, and time management skills. Ability to prioritize multiple responsibilities while maintaining high-quality instruction and timely completion of required responsibilities. Openness to feedback, continuous learning, and professional growth. Demonstrated commitment to supporting the success of all students through high expectations, inclusive practices, and positive relationships. Successful interview. Such alternatives to the above qualifications as the Superintendent and School Committee may find appropriate and acceptable. Physical Demands and Work Environment The physical demands described are representative of those required to perform the essential functions of this position. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. Regularly required to sit, stand, walk, bend, reach, kneel, talk, hear, and move throughout classrooms and school facilities. Frequently required to lift, carry, or move instructional materials, classroom equipment, and supplies. May be required to assist students with classroom activities and respond appropriately to student health, behavioral, or safety needs consistent with district procedures and training. Vision requirements include close, distance, and peripheral vision sufficient to supervise students and perform instructional duties. May require travel between district schools and participation in school-related meetings, trainings, and activities. Work may involve moderate to loud noise levels typical of classrooms, cafeterias, playgrounds, gymnasiums, and other school environments.