Job Description
Glendale Elementary School District

Teacher

Purpose Statement

To lead students toward the fulfillment of their potential by translating the district curriculum goals and objectives into learning

experiences for each individual student in the district.

Essential Functions 

Plans and implements the District approved program of study that, as much as possible, meets the individual needs,

interests and abilities of students with the district curriculum. 

Uses effective teaching techniques and materials to implement established curriculum goals and objectives and uses

techniques and materials that motivate the desire to learn. 

Prepares a weekly written lesson plan describing daily learning experiences. This weekly lesson plan is to be correlated

with the objectives in the curriculum guide and/or course outline. 

Monitors and assesses student progress and communicates the same on a regular basis to students and their parents. 

Diagnoses, instructs and evaluates specific student needs and seeks assistance of district specialists as required. 

Communicates objectives to students in a well-planned, organized manner using clear and precise language. 

Creates a classroom environment that is cognizant of the dignity of the teacher, students and other staff. 

Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of students. 

Assists the administration in implementing all policies and rules governing the development of proper student behavior. 

Develops and implements reasonable classroom rules of behavior and procedure, which are conducive to learning in a

fair and just manner. 

Creates educational experiences that provide each student the opportunity to develop his/her potential in the areas of

personal-social adjustment, decision-making, positive self-image and other life skills. 

Promotes and follows the adopted school district philosophy, policies, regulations and administrative procedures. 

Communicates concerns and ideas with colleagues, students, parents and community in a positive, professional and ethical

manner. 

Opens lines of communication with students and parents on the academics and behavioral processes of students. 

Assumes legal responsibility for the supervision of students on school property or in attendance at school sponsored

activities. 

Maintains and strives to improve professional competence. 

Assumes individual responsibilities which may be assigned by the principal/supervisor and which may relate to committee

work, student activities, student supervision or other planning and professional assignments. 

Maintains accurate, complete, legible and correct records as required by law, district policy and administrative regulation. 

Takes necessary and reasonable precautions to protect students, equipment, materials and facilities. 

Cooperates with other members of the staff in planning instructional goals, objectives, methods and in selecting materials. 

Is alert to hazardous or dangerous conditions that could threaten the safety of students and staff.

Other Functions 

Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the
work unit.

Job Requirements: Minimum Qualifications

Skills, Knowledge and Abilities

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

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

Teacher

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

Responsibility

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

Work Environment

The usual and customary methods of performing the job's functions require the following physical demands:
occasional lifting, carrying, pushing, and/or pulling, some climbing and balancing, frequent stooping, kneeling,
crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 80% sitting, 10% walking,
and 10% standing. The job is performed under minimal temperature variations and in a generally hazard free
environment.

Experience: Evidence of a comprehensive background in child development, instructional strategies, classroom

curricular implementation, learning theory and effective school research.

Education: Bachelor’s degree or above from an accredited four-year college or university.

Equivalency:

Required Testing: Certificates and Licenses

Valid Arizona teacher’s Certificate for the appropriate

grade level and/or subject matter.

Clearances

IVP Fingerprint Clearance Card, Measles/Rubella
Immunity/Vaccination, Valid form I-9

FLSA Status Approval Date Salary Grade
Exempt Certified

Teacher