Home › Companies › CA382F966749E8D17241DC2E78C3B094 › 2nd Grade Teacher 2026-2027

2nd Grade Teacher 2026-2027

CA382F966749E8D17241DC2E78C3B094 · Bruce Guadalupe Elementary - Milwaukee, WI 53204; Milwaukee, WI, 53204, USA · Active · Paycom ATS

Job facts

Field	Value
Company	CA382F966749E8D17241DC2E78C3B094
Title	2nd Grade Teacher 2026-2027
Normalized title	-
Department / team	Education
Location	Milwaukee, WI, United States
Work model	-
Employment type	Full Time
Salary	-
Status	active
ATS provider	Paycom ATS
Posted / first seen	2026-04-29 / 2026-05-31
Changed / last seen	2026-05-31 / 2026-06-06

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Company breakdowns	Role, location, ATS, and work model facets for this company.	Open
ATS provider jobs	Active postings observed through Paycom ATS.	Open
Provider filtered search	The same provider as a filtered job collection.	Open
City jobs	Active postings in Milwaukee.	Open
Department jobs	Active postings in Education.	Open
Lifecycle events	Open, update, close, and reopen events for this posting.	Open
Original posting	Canonical source or apply URL captured from the ATS.	Open

Linked records

Company	CA382F966749E8D17241DC2E78C3B094
Source	8fb05460-40f1-4301-b315-f384db9ae206
ATS provider	Paycom ATS

Description

Description UCC School teachers are responsible for creating a positive, engaging, and inclusive educational atmosphere that fosters student growth and achievement, where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. Teachers are responsible for organizing and implementing an instructional curriculum/program that will result in students achieving academic success in accordance with United Community Center’s policies, procedures and curriculum guidelines. This role includes planning and delivering standards-aligned instruction, assessing student learning, managing classroom behavior, and building strong relationships with students, families, and colleagues. UCC School Teachers are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students. ESSENTIAL DUTIES AND RESPONSIBILITIES: Instruction, Planning, and Preparation: Develop standards-based, developmentally appropriate lesson plans in alignment with school curriculum and instructional expectations. Design coherent instruction that includes differentiated strategies and scaffolds for diverse learners. Set clear instructional outcomes aligned to curriculum and grade-level expectations. Demonstrate deep knowledge of content and pedagogy, and expertise in assigned subject area/grade level. Integrate knowledge of students’ backgrounds, interests, and learning styles into planning. Administer, select, and prepare formative and summative assessments to monitor student learning. Deliver engaging, rigorous, and grade-appropriate instruction. Use questioning and discussion techniques that promote critical thinking and student voice. Differentiate instruction to meet the needs of all learners, including English language learners and students with IEPs. Check for understanding and adjust instruction in real time based on student needs. Curriculum Development and Implementation: Implement all school curriculum programs and instructional practices with fidelity, following guidelines of the school, district, and state. Plan and deliver effective lessons that facilitate active learning and accommodate different learning styles. Differentiate instruction to meet diverse academic needs, learning styles, and language proficiencies. Integrate technology and innovative teaching methods to enhance classroom learning experiences. Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. Identifies, selects, & modifies instructional resources to meet the needs of learners with varied backgrounds, learning styles & special needs. Assists in discussing and assessing changing curricular needs and offers plans for improvement. Ensures that student growth and achievement is continuous and appropriate for the age group and follow the curriculum’s scopes & sequences & guidelines. Student Assessment: Conduct regular assessments to evaluate students’ progress and understanding of the curriculum. Collects and analyzes student assessment data on an ongoing basis, and uses data to inform planning, groupings, and future instruction. Provide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth. Promote student ownership of learning through goal-setting, self-assessment, and reflection. Identify learning challenges and develop strategies to support students with diverse needs. Assumes responsibility for meeting student performance goals, IEP goals, etc. Demonstrates gains in student performance, achievement, and growth over time as a result of instructional practices. Prepares students for local, state, and national assessments as required by the school and grade level. Classroom Management: Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process. Establishes and maintains a positive and inclusive classroom environment conducive to learning with clear expectations, routines, and procedures for student behavior. Implements consistent and effective classroom management strategies with classroom rules and behavior expectations, promoting respectful and responsible behavior. Uses proactive, positive reinforcement strategies to encourage appropriate behavior. Recognizes and celebrates student successes to build confidence and motivation. Foster a classroom culture of mutual respect and high expectations, that is inclusive, equitable, and respectful of all students. Foster a safe and supportive atmosphere where students feel valued and encouraged to participate Effectively monitor and supervise students at all times. Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment. Manage student behavior proactively and respectfully using positive behavior supports across the school environment. Maintain a well-organized, structured, inviting, and culturally responsive physical space. Encourage student collaboration and responsibility for classroom norms. Social-Emotional Learning & Student Relationships Models and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate. Integrate Tier 1 social-emotional learning (SEL) into regular instruction using age-appropriate strategies and curricula aligned with school-wide SEL initiatives. Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure. Identify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed. Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making Communication & Family Engagement: Communicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, areas for growth, and upcoming events using school-selected communication platforms. Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth. Counsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year Conduct parent-teacher conferences to discuss individual student performance and set goals for improvement. Collaborate with parents to support students’ learning at home and encourage parental involvement in school activities. Models professional and ethical standards when dealing with students, parents, peers and community. Establishes and maintains cooperative working relationships with students, parents and other professionals. Share academic and behavioral updates in a clear, empathetic, and strengths-based manner. Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns. Participate in family-teacher conferences and contribute to school events or family engagement opportunities. Professional Development: Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments. Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings. Reflect on teaching practices and seek opportunities for continuous improvement. Engage in professional learning communities and schoolwide initiatives. Uphold ethical practices and professional conduct. Collaborate with colleagues, support staff, and administration to support student success. Contribute to a positive school culture and shared leadership. Collaboration and Teamwork: Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices. Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc. Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans. Participate in data meetings and problem-solving sessions to identify student needs and recommend interventions. Partner with the school counselor and other specialists to support students experiencing trauma, transitions, or other significant challenges. Support classroom behavior through proactive management strategies and, when appropriate, restorative practices. Records and Documentation: Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents. Prepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures. Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions. Uphold school, district, and state policies regarding child safety, mandated reporting, and confidentiality. INTENDED OUTCOMES AND SUCCESS MEASURES: Improve student academic achievement and growth as observed through relevant assessments (aimswebPLUS, NWEA MAP data, Forward data, summative/formative assessments, and/or EE data). Increase the number of students meeting or exceeding grade level expectations across core content areas. Apply and implement professional learning and training practices provided by the school and/or district. Be responsive to the data and feedback provided by administrators and coaches, and adjust instructional practices to best meet student needs. Effective management and support for student behaviors in classroom setting. Effective instructional strategies in place to maximize engaged student learning time, and minimize disruptions and lost instructional time Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. KNOWLEDGE, SKILLS, AND ABILITIES: Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications. Demonstrates leadership in the classroom. Demonstrates attention to detail and problem-solving skills Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self- reflect, and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students’ special needs and parents. Handle sensitive information in a confidential manner’ Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations. Qualifications Bachelor’s Degree and current Wisconsin DPI teacher licensure aligned with position and specific assigned roles and responsibilities required. Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills. Must have a valid driver’s license and reliable transportation. PHYSICAL REQUIREMENTS: Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range Ability to receive and respond to oral communication. WORKING CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.

Full job record

Job ID	c0f130c06d407bf32197a7bf99ceaa5e7ca40829
Org ID	73f6c27b-3727-4cc5-8d99-a365b5c4d9b0
Source ID	8fb05460-40f1-4301-b315-f384db9ae206
Board ID	8fb05460-40f1-4301-b315-f384db9ae206
Provider	paycom
Provider Job Key	226610
Title	2nd Grade Teacher 2026-2027
Normalized Title	—
Status	active
Active	yes
Location Text	Bruce Guadalupe Elementary - Milwaukee, WI 53204; Milwaukee, WI, 53204, USA
Department	Education
Team	—
Employment Type	full_time
Workplace Type	—
Remote Policy	—
Country	United States
Region	WI
City	Milwaukee
Salary Raw	Description UCC School teachers are responsible for creating a positive, engaging, and inclusive educational atmosphere that fosters student growth and achievement, where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. Teachers are responsible for organizing and implementing an instructional curriculum/program that will result in students achieving academic success in accordance with United Community Center’s policies, procedures and curriculum guidelines. This role includes planning and delivering standards-aligned instruction, assessing student learning, managing classroom behavior, and building strong relationships with students, families, and colleagues. UCC School Teachers are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students. ESSENTIAL DUTIES AND RESPONSIBILITIES: Instruction, Planning, and Preparation: Develop standards-based, developmentally appropriate lesson plans in alignment with school curriculum and instructional expectations. Design coherent instruction that includes differentiated strategies and scaffolds for diverse learners. Set clear instructional outcomes aligned to curriculum and grade-level expectations. Demonstrate deep knowledge of content and pedagogy, and expertise in assigned subject area/grade level. Integrate knowledge of students’ backgrounds, interests, and learning styles into planning. Administer, select, and prepare formative and summative assessments to monitor student learning. Deliver engaging, rigorous, and grade-appropriate instruction. Use questioning and discussion techniques that promote critical thinking and student voice. Differentiate instruction to meet the needs of all learners, including English language learners and students with IEPs. Check for understanding and adjust instruction in real time based on student needs. Curriculum Development and Implementation: Implement all school curriculum programs and instructional practices with fidelity, following guidelines of the school, district, and state. Plan and deliver effective lessons that facilitate active learning and accommodate different learning styles. Differentiate instruction to meet diverse academic needs, learning styles, and language proficiencies. Integrate technology and innovative teaching methods to enhance classroom learning experiences. Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. Identifies, selects, & modifies instructional resources to meet the needs of learners with varied backgrounds, learning styles & special needs. Assists in discussing and assessing changing curricular needs and offers plans for improvement. Ensures that student growth and achievement is continuous and appropriate for the age group and follow the curriculum’s scopes & sequences & guidelines. Student Assessment: Conduct regular assessments to evaluate students’ progress and understanding of the curriculum. Collects and analyzes student assessment data on an ongoing basis, and uses data to inform planning, groupings, and future instruction. Provide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth. Promote student ownership of learning through goal-setting, self-assessment, and reflection. Identify learning challenges and develop strategies to support students with diverse needs. Assumes responsibility for meeting student performance goals, IEP goals, etc. Demonstrates gains in student performance, achievement, and growth over time as a result of instructional practices. Prepares students for local, state, and national assessments as required by the school and grade level. Classroom Management: Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process. Establishes and maintains a positive and inclusive classroom environment conducive to learning with clear expectations, routines, and procedures for student behavior. Implements consistent and effective classroom management strategies with classroom rules and behavior expectations, promoting respectful and responsible behavior. Uses proactive, positive reinforcement strategies to encourage appropriate behavior. Recognizes and celebrates student successes to build confidence and motivation. Foster a classroom culture of mutual respect and high expectations, that is inclusive, equitable, and respectful of all students. Foster a safe and supportive atmosphere where students feel valued and encouraged to participate Effectively monitor and supervise students at all times. Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment. Manage student behavior proactively and respectfully using positive behavior supports across the school environment. Maintain a well-organized, structured, inviting, and culturally responsive physical space. Encourage student collaboration and responsibility for classroom norms. Social-Emotional Learning & Student Relationships Models and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate. Integrate Tier 1 social-emotional learning (SEL) into regular instruction using age-appropriate strategies and curricula aligned with school-wide SEL initiatives. Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure. Identify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed. Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making Communication & Family Engagement: Communicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, areas for growth, and upcoming events using school-selected communication platforms. Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth. Counsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year Conduct parent-teacher conferences to discuss individual student performance and set goals for improvement. Collaborate with parents to support students’ learning at home and encourage parental involvement in school activities. Models professional and ethical standards when dealing with students, parents, peers and community. Establishes and maintains cooperative working relationships with students, parents and other professionals. Share academic and behavioral updates in a clear, empathetic, and strengths-based manner. Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns. Participate in family-teacher conferences and contribute to school events or family engagement opportunities. Professional Development: Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments. Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings. Reflect on teaching practices and seek opportunities for continuous improvement. Engage in professional learning communities and schoolwide initiatives. Uphold ethical practices and professional conduct. Collaborate with colleagues, support staff, and administration to support student success. Contribute to a positive school culture and shared leadership. Collaboration and Teamwork: Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices. Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc. Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans. Participate in data meetings and problem-solving sessions to identify student needs and recommend interventions. Partner with the school counselor and other specialists to support students experiencing trauma, transitions, or other significant challenges. Support classroom behavior through proactive management strategies and, when appropriate, restorative practices. Records and Documentation: Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents. Prepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures. Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions. Uphold school, district, and state policies regarding child safety, mandated reporting, and confidentiality. INTENDED OUTCOMES AND SUCCESS MEASURES: Improve student academic achievement and growth as observed through relevant assessments (aimswebPLUS, NWEA MAP data, Forward data, summative/formative assessments, and/or EE data). Increase the number of students meeting or exceeding grade level expectations across core content areas. Apply and implement professional learning and training practices provided by the school and/or district. Be responsive to the data and feedback provided by administrators and coaches, and adjust instructional practices to best meet student needs. Effective management and support for student behaviors in classroom setting. Effective instructional strategies in place to maximize engaged student learning time, and minimize disruptions and lost instructional time Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. KNOWLEDGE, SKILLS, AND ABILITIES: Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications. Demonstrates leadership in the classroom. Demonstrates attention to detail and problem-solving skills Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self- reflect, and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students’ special needs and parents. Handle sensitive information in a confidential manner’ Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations. Qualifications Bachelor’s Degree and current Wisconsin DPI teacher licensure aligned with position and specific assigned roles and responsibilities required. Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills. Must have a valid driver’s license and reliable transportation. PHYSICAL REQUIREMENTS: Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range Ability to receive and respond to oral communication. WORKING CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.
Salary Min	—
Salary Max	—
Salary Currency	—
Salary Period	—
Source URL	https://www.paycomonline.net/v4/ats/web.php/jobs/ViewJobDetails?job=226610&clientkey=CA382F966749E8D17241DC2E78C3B094
Apply URL	https://www.paycomonline.net/v4/ats/web.php/jobs/ViewJobDetails?job=226610&clientkey=CA382F966749E8D17241DC2E78C3B094
First Seen At	2026-05-31 19:07:09Z
Last Seen At	2026-06-06 09:53:38Z
Last Checked At	2026-06-06 09:53:38Z
Last Changed At	2026-05-31 19:07:09Z
Inactive At	—
Source Posted At	2026-04-29 00:00:00Z
Source Updated At	—
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    "description": "<div>\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span><span>UCC School teachers are responsible for creating a positive, engaging, and inclusive educational atmosphere that fosters student growth and achievement, where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. Teachers are responsible for organizing and implementing an instructional curriculum/program that will result in students achieving academic success in accordance with United Community Center’s policies, procedures and curriculum guidelines.  This role includes planning and delivering standards-aligned instruction, assessing student learning, managing classroom behavior, and building strong relationships with students, families, and colleagues. UCC School Teachers are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.</span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>ESSENTIAL DUTIES AND RESPONSIBILITIES:</u></b></span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Instruction, Planning, and Preparation:</b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Develop standards-based, developmentally appropriate lesson plans in alignment with school curriculum and instructional expectations.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Design coherent instruction that includes differentiated strategies and scaffolds for diverse learners.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Set clear instructional outcomes aligned to curriculum and grade-level expectations.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate deep knowledge of content and pedagogy, and expertise in assigned subject area/grade level.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Integrate knowledge of students’ backgrounds, interests, and learning styles into planning.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Administer, select, and prepare formative and summative assessments to monitor student learning.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Deliver engaging, rigorous, and grade-appropriate instruction.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Use questioning and discussion techniques that promote critical thinking and student voice.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Differentiate instruction to meet the needs of all learners, including English language learners and students with IEPs.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Check for understanding and adjust instruction in real time based on student needs.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Curriculum Development and Implementation:</b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Implement all school curriculum programs and instructional practices with fidelity, following guidelines of the school, district, and state.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Plan and deliver effective lessons that facilitate active learning and accommodate different learning styles.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Differentiate instruction to meet diverse academic needs, learning styles, and language proficiencies.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Integrate technology and innovative teaching methods to enhance classroom learning experiences.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Identifies, selects, &amp; modifies instructional resources to meet the needs of learners with varied backgrounds, learning styles &amp; special needs.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Assists in discussing and assessing changing curricular needs and offers plans for improvement. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ensures that student growth and achievement is continuous and appropriate for the age group and follow the curriculum’s scopes &amp; sequences &amp; guidelines.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Student Assessment:</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Conduct regular assessments to evaluate students’ progress and understanding of the curriculum.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collects and analyzes student assessment data on an ongoing basis, and uses data to inform planning, groupings, and future instruction.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Promote student ownership of learning through goal-setting, self-assessment, and reflection.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Identify learning challenges and develop strategies to support students with diverse needs.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Assumes responsibility for meeting student performance goals, IEP goals, etc.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates gains in student performance, achievement, and growth over time as a result of instructional practices.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Prepares students for local, state, and national assessments as required by the school and grade level.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Classroom Management:</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Establishes and maintains a positive and inclusive classroom environment conducive to learning with clear expectations, routines, and procedures for student behavior.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Implements consistent and effective classroom management strategies with classroom rules and behavior expectations, promoting respectful and responsible behavior.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Uses proactive, positive reinforcement strategies to encourage appropriate behavior.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Recognizes and celebrates student successes to build confidence and motivation.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Foster a classroom culture of mutual respect and high expectations, that is inclusive, equitable, and respectful of all students.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Foster a safe and supportive atmosphere where students feel valued and encouraged to participate</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Effectively monitor and supervise students at all times.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Manage student behavior proactively and respectfully using positive behavior supports across the school environment.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintain a well-organized, structured, inviting, and culturally responsive physical space.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Encourage student collaboration and responsibility for classroom norms.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Social-Emotional Learning &amp; Student Relationships</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Models and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Integrate Tier 1 social-emotional learning (SEL) into regular instruction using age-appropriate strategies and curricula aligned with school-wide SEL initiatives.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Identify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Communication &amp; Family Engagement:</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Communicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, areas for growth, and upcoming events using school-selected communication platforms.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Counsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Conduct parent-teacher conferences to discuss individual student performance and set goals for improvement.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with parents to support students’ learning at home and encourage parental involvement in school activities.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Models professional and ethical standards when dealing with students, parents, peers and community. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Establishes and maintains cooperative working relationships with students, parents and other professionals.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Share academic and behavioral updates in a clear, empathetic, and strengths-based manner.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participate in family-teacher conferences and contribute to school events or family engagement opportunities.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Professional Development:</b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participates in all required training and meetings, as well as school and UCC training, and meetings.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Reflect on teaching practices and seek opportunities for continuous improvement.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Engage in professional learning communities and schoolwide initiatives.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Uphold ethical practices and professional conduct.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with colleagues, support staff, and administration to support student success.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Contribute to a positive school culture and shared leadership.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Collaboration and Teamwork:</b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participate in data meetings and problem-solving sessions to identify student needs and recommend interventions.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Partner with the school counselor and other specialists to support students experiencing trauma, transitions, or other significant challenges.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Support classroom behavior through proactive management strategies and, when appropriate, restorative practices.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:0in;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Records and Documentation:</b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Prepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions.</span></span></span></span></li>\n</ul>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Uphold school, district, and state policies regarding child safety, mandated reporting, and confidentiality.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>INTENDED OUTCOMES AND SUCCESS MEASURES:</u></b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Improve student academic achievement and growth as observed through relevant assessments (aimswebPLUS, NWEA MAP data, Forward data, summative/formative assessments, and/or EE data).</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Increase the number of students meeting or exceeding grade level expectations across core content areas.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Apply and implement professional learning and training practices provided by the school and/or district.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Be responsive to the data and feedback provided by administrators and coaches, and adjust instructional practices to best meet student needs.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Effective management and support for student behaviors in classroom setting.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Effective instructional strategies in place to maximize engaged student learning time, and minimize disruptions and lost instructional time</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.</b></span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>KNOWLEDGE, SKILLS, AND ABILITIES:</u></b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates leadership in the classroom.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates attention to detail and problem-solving skills</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate the ability to adapt to any situation inside and outside the classroom.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates organizational skills for the classroom and school environment.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates effective verbal and written communication skills with students, families, school staff, and administration.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates the ability to multitask and prioritize work.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates the ability to self- reflect, and seek feedback to improve practices.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates a growth mindset committed to continuous learning, growth, and development.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates the ability to work as a team as well as independently.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates respect towards the students, parents, colleagues, and administrators.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates knowledge to work with students’ special needs and parents.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Handle sensitive information in a confidential manner’ </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate the ability to listen to others and remain receptive to new ideas.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate sustained effort and enthusiasm in the quality and quantity of work.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate motivation, initiative, flexibility, and the ability to work independently.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate excellent human relations and interpersonal skills.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.</span></span></span></span></li>\n</ul>\n</div>",
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    "googleJobJson": "{\"@context\":\"https://schema.org/\",\"@type\":\"JobPosting\",\"title\":\"2nd Grade Teacher 2026-2027\",\"identifier\":\"J0PA54226610\",\"url\":\"https://www.paycomonline.net/v4/ats/web.php/portal/CA382F966749E8D17241DC2E78C3B094/jobs/226610\",\"image\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=CA382F966749E8D17241DC2E78C3B094\",\"datePosted\":\"2026-04-29\",\"description\":\"Job DetailsJob Location: Bruce Guadalupe Elementary - Milwaukee, WI 53204Position Type: Full TimeEducation Level: 4 Year DegreeJob Shift: DayJob Category: Education\\nUCC School teachers are responsible for creating a positive, engaging, and inclusive educational atmosphere that fosters student growth and achievement, where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. Teachers are responsible for organizing and implementing an instructional curriculum/program that will result in students achieving academic success in accordance with United Community Center’s policies, procedures and curriculum guidelines.  This role includes planning and delivering standards-aligned instruction, assessing student learning, managing classroom behavior, and building strong relationships with students, families, and colleagues. UCC School Teachers are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.\\n\\n \\n\\nESSENTIAL DUTIES AND RESPONSIBILITIES:\\n\\nInstruction, Planning, and Preparation:\\n\\n\\n\\tDevelop standards-based, developmentally appropriate lesson plans in alignment with school curriculum and instructional expectations.\\n\\tDesign coherent instruction that includes differentiated strategies and scaffolds for diverse learners.\\n\\tSet clear instructional outcomes aligned to curriculum and grade-level expectations.\\n\\tDemonstrate deep knowledge of content and pedagogy, and expertise in assigned subject area/grade level.\\n\\tIntegrate knowledge of students’ backgrounds, interests, and learning styles into planning.\\n\\tAdminister, select, and prepare formative and summative assessments to monitor student learning.\\n\\tDeliver engaging, rigorous, and grade-appropriate instruction.\\n\\tUse questioning and discussion techniques that promote critical thinking and student voice.\\n\\tDifferentiate instruction to meet the needs of all learners, including English language learners and students with IEPs.\\n\\tCheck for understanding and adjust instruction in real time based on student needs.\\n\\n\\nCurriculum Development and Implementation:\\n\\n\\n\\tImplement all school curriculum programs and instructional practices with fidelity, following guidelines of the school, district, and state.\\n\\tPlan and deliver effective lessons that facilitate active learning and accommodate different learning styles.\\n\\tDifferentiate instruction to meet diverse academic needs, learning styles, and language proficiencies.\\n\\tIntegrate technology and innovative teaching methods to enhance classroom learning experiences.\\n\\tImplements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences.\\n\\tIdentifies, selects, &amp; modifies instructional resources to meet the needs of learners with varied backgrounds, learning styles &amp; special needs.\\n\\tAssists in discussing and assessing changing curricular needs and offers plans for improvement. \\n\\tEnsures that student growth and achievement is continuous and appropriate for the age group and follow the curriculum’s scopes &amp; sequences &amp; guidelines.\\n\\tStudent Assessment:\\n\\tConduct regular assessments to evaluate students’ progress and understanding of the curriculum.\\n\\tCollects and analyzes student assessment data on an ongoing basis, and uses data to inform planning, groupings, and future instruction.\\n\\tProvide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth.\\n\\tPromote student ownership of learning through goal-setting, self-assessment, and reflection.\\n\\tIdentify learning challenges and develop strategies to support students with diverse needs.\\n\\tAssumes responsibility for meeting student performance goals, IEP goals, etc.\\n\\tDemonstrates gains in student performance, achievement, and growth over time as a result of instructional practices.\\n\\tPrepares students for local, state, and national assessments as required by the school and grade level.\\n\\n\\n \\n\\n\\n\\tClassroom Management:\\n\\tCreates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process.\\n\\tEstablishes and maintains a positive and inclusive classroom environment conducive to learning with clear expectations, routines, and procedures for student behavior.\\n\\tImplements consistent and effective classroom management strategies with classroom rules and behavior expectations, promoting respectful and responsible behavior.\\n\\tUses proactive, positive reinforcement strategies to encourage appropriate behavior.\\n\\tRecognizes and celebrates student successes to build confidence and motivation.\\n\\tFoster a classroom culture of mutual respect and high expectations, that is inclusive, equitable, and respectful of all students.\\n\\tFoster a safe and supportive atmosphere where students feel valued and encouraged to participate\\n\\tEffectively monitor and supervise students at all times.\\n\\tMaintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.\\n\\tManage student behavior proactively and respectfully using positive behavior supports across the school environment.\\n\\tMaintain a well-organized, structured, inviting, and culturally responsive physical space.\\n\\tEncourage student collaboration and responsibility for classroom norms.\\n\\n\\n \\n\\n\\n\\tSocial-Emotional Learning &amp; Student Relationships\\n\\tModels and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.\\n\\tIntegrate Tier 1 social-emotional learning (SEL) into regular instruction using age-appropriate strategies and curricula aligned with school-wide SEL initiatives.\\n\\tFoster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.\\n\\tIdentify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed.\\n\\tModel and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making\\n\\n\\n \\n\\n\\n\\tCommunication &amp; Family Engagement:\\n\\tCommunicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, areas for growth, and upcoming events using school-selected communication platforms.\\n\\tBuilds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.\\n\\tCounsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year\\n\\tConduct parent-teacher conferences to discuss individual student performance and set goals for improvement.\\n\\tCollaborate with parents to support students’ learning at home and encourage parental involvement in school activities.\\n\\tModels professional and ethical standards when dealing with students, parents, peers and community. \\n\\tEstablishes and maintains cooperative working relationships with students, parents and other professionals.\\n\\tShare academic and behavioral updates in a clear, empathetic, and strengths-based manner.\\n\\tCollaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.\\n\\tParticipate in family-teacher conferences and contribute to school events or family engagement opportunities.\\n\\n\\n \\n\\nProfessional Development:\\n\\n\\n\\tEngage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments.\\n\\tParticipate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.\\n\\tParticipates in all required training and meetings, as well as school and UCC training, and meetings.\\n\\tReflect on teaching practices and seek opportunities for continuous improvement.\\n\\tEngage in professional learning communities and schoolwide initiatives.\\n\\tUphold ethical practices and professional conduct.\\n\\tCollaborate with colleagues, support staff, and administration to support student success.\\n\\tContribute to a positive school culture and shared leadership.\\n\\n\\n \\n\\nCollaboration and Teamwork:\\n\\n\\n\\tCollaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices.\\n\\tWork closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs\\n\\tMeets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.\\n\\tCollaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans.\\n\\tParticipate in data meetings and problem-solving sessions to identify student needs and recommend interventions.\\n\\tPartner with the school counselor and other specialists to support students experiencing trauma, transitions, or other significant challenges.\\n\\tSupport classroom behavior through proactive management strategies and, when appropriate, restorative practices.\\n\\n\\n \\n\\nRecords and Documentation:\\n\\n\\n\\tMaintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents.\\n\\tPrepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures.\\n\\tArranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions.\\n\\n\\n\\n\\tUphold school, district, and state policies regarding child safety, mandated reporting, and confidentiality.\\n\\n\\n \\n\\nINTENDED OUTCOMES AND SUCCESS MEASURES:\\n\\n\\n\\tImprove student academic achievement and growth as observed through relevant assessments (aimswebPLUS, NWEA MAP data, Forward data, summative/formative assessments, and/or EE data).\\n\\tIncrease the number of students meeting or exceeding grade level expectations across core content areas.\\n\\tApply and implement professional learning and training practices provided by the school and/or district.\\n\\tBe responsive to the data and feedback provided by administrators and coaches, and adjust instructional practices to best meet student needs.\\n\\tEffective management and support for student behaviors in classroom setting.\\n\\tEffective instructional strategies in place to maximize engaged student learning time, and minimize disruptions and lost instructional time\\n\\n\\nPerforms other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.\\n\\n \\n\\nKNOWLEDGE, SKILLS, AND ABILITIES:\\n\\n\\n\\tDemonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.\\n\\tDemonstrates leadership in the classroom.\\n\\tDemonstrates attention to detail and problem-solving skills\\n\\tDemonstrates enthusiasm towards students, parents and staff from diverse backgrounds.\\n\\tDemonstrate the ability to adapt to any situation inside and outside the classroom.\\n\\tDemonstrates organizational skills for the classroom and school environment.\\n\\tDemonstrates effective verbal and written communication skills with students, families, school staff, and administration.\\n\\tReply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.\\n\\tDemonstrates the ability to multitask and prioritize work.\\n\\tDemonstrates the ability to self- reflect, and seek feedback to improve practices.\\n\\tDemonstrates a growth mindset committed to continuous learning, growth, and development.\\n\\tDemonstrates the ability to work as a team as well as independently.\\n\\tDemonstrates respect towards the students, parents, colleagues, and administrators.\\n\\tDemonstrates knowledge to work with students’ special needs and parents.\\n\\tHandle sensitive information in a confidential manner’ \\n\\tDemonstrate the ability to listen to others and remain receptive to new ideas.\\n\\tDemonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.\\n\\tDemonstrate sustained effort and enthusiasm in the quality and quantity of work.\\n\\tDemonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.\\n\\tDemonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.\\n\\tDemonstrate motivation, initiative, flexibility, and the ability to work independently.\\n\\tDemonstrate excellent human relations and interpersonal skills.\\n\\tDemonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.\\n\\nQualifications\\n\\tBachelor’s Degree and current Wisconsin DPI teacher licensure aligned with position and specific assigned roles and responsibilities required. \\n\\tMust possess strong oral and written communication skills. \\n\\tThe candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. \\n\\tMust display effective multi-tasking and time management skills.\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\n\\n \\n\\nPHYSICAL REQUIREMENTS:\\n\\n\\n\\tAbility to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). \\n\\tMay require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range \\n\\tAbility to receive and respond to oral communication.\\n\\n\\n \\n\\nWORKING CONDITIONS:\\n\\n\\n\\tWork is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration. \\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).\\n\\tNoise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) \\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities. \\n\",\"responsibilities\":\"\\nUCC School teachers are responsible for creating a positive, engaging, and inclusive educational atmosphere that fosters student growth and achievement, where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. Teachers are responsible for organizing and implementing an instructional curriculum/program that will result in students achieving academic success in accordance with United Community Center’s policies, procedures and curriculum guidelines.  This role includes planning and delivering standards-aligned instruction, assessing student learning, managing classroom behavior, and building strong relationships with students, families, and colleagues. UCC School Teachers are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.\\n\\n \\n\\nESSENTIAL DUTIES AND RESPONSIBILITIES:\\n\\nInstruction, Planning, and Preparation:\\n\\n\\n\\tDevelop standards-based, developmentally appropriate lesson plans in alignment with school curriculum and instructional expectations.\\n\\tDesign coherent instruction that includes differentiated strategies and scaffolds for diverse learners.\\n\\tSet clear instructional outcomes aligned to curriculum and grade-level expectations.\\n\\tDemonstrate deep knowledge of content and pedagogy, and expertise in assigned subject area/grade level.\\n\\tIntegrate knowledge of students’ backgrounds, interests, and learning styles into planning.\\n\\tAdminister, select, and prepare formative and summative assessments to monitor student learning.\\n\\tDeliver engaging, rigorous, and grade-appropriate instruction.\\n\\tUse questioning and discussion techniques that promote critical thinking and student voice.\\n\\tDifferentiate instruction to meet the needs of all learners, including English language learners and students with IEPs.\\n\\tCheck for understanding and adjust instruction in real time based on student needs.\\n\\n\\nCurriculum Development and Implementation:\\n\\n\\n\\tImplement all school curriculum programs and instructional practices with fidelity, following guidelines of the school, district, and state.\\n\\tPlan and deliver effective lessons that facilitate active learning and accommodate different learning styles.\\n\\tDifferentiate instruction to meet diverse academic needs, learning styles, and language proficiencies.\\n\\tIntegrate technology and innovative teaching methods to enhance classroom learning experiences.\\n\\tImplements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences.\\n\\tIdentifies, selects, &amp; modifies instructional resources to meet the needs of learners with varied backgrounds, learning styles &amp; special needs.\\n\\tAssists in discussing and assessing changing curricular needs and offers plans for improvement. \\n\\tEnsures that student growth and achievement is continuous and appropriate for the age group and follow the curriculum’s scopes &amp; sequences &amp; guidelines.\\n\\tStudent Assessment:\\n\\tConduct regular assessments to evaluate students’ progress and understanding of the curriculum.\\n\\tCollects and analyzes student assessment data on an ongoing basis, and uses data to inform planning, groupings, and future instruction.\\n\\tProvide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth.\\n\\tPromote student ownership of learning through goal-setting, self-assessment, and reflection.\\n\\tIdentify learning challenges and develop strategies to support students with diverse needs.\\n\\tAssumes responsibility for meeting student performance goals, IEP goals, etc.\\n\\tDemonstrates gains in student performance, achievement, and growth over time as a result of instructional practices.\\n\\tPrepares students for local, state, and national assessments as required by the school and grade level.\\n\\n\\n \\n\\n\\n\\tClassroom Management:\\n\\tCreates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process.\\n\\tEstablishes and maintains a positive and inclusive classroom environment conducive to learning with clear expectations, routines, and procedures for student behavior.\\n\\tImplements consistent and effective classroom management strategies with classroom rules and behavior expectations, promoting respectful and responsible behavior.\\n\\tUses proactive, positive reinforcement strategies to encourage appropriate behavior.\\n\\tRecognizes and celebrates student successes to build confidence and motivation.\\n\\tFoster a classroom culture of mutual respect and high expectations, that is inclusive, equitable, and respectful of all students.\\n\\tFoster a safe and supportive atmosphere where students feel valued and encouraged to participate\\n\\tEffectively monitor and supervise students at all times.\\n\\tMaintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.\\n\\tManage student behavior proactively and respectfully using positive behavior supports across the school environment.\\n\\tMaintain a well-organized, structured, inviting, and culturally responsive physical space.\\n\\tEncourage student collaboration and responsibility for classroom norms.\\n\\n\\n \\n\\n\\n\\tSocial-Emotional Learning &amp; Student Relationships\\n\\tModels and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.\\n\\tIntegrate Tier 1 social-emotional learning (SEL) into regular instruction using age-appropriate strategies and curricula aligned with school-wide SEL initiatives.\\n\\tFoster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.\\n\\tIdentify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed.\\n\\tModel and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making\\n\\n\\n \\n\\n\\n\\tCommunication &amp; Family Engagement:\\n\\tCommunicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, areas for growth, and upcoming events using school-selected communication platforms.\\n\\tBuilds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.\\n\\tCounsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year\\n\\tConduct parent-teacher conferences to discuss individual student performance and set goals for improvement.\\n\\tCollaborate with parents to support students’ learning at home and encourage parental involvement in school activities.\\n\\tModels professional and ethical standards when dealing with students, parents, peers and community. \\n\\tEstablishes and maintains cooperative working relationships with students, parents and other professionals.\\n\\tShare academic and behavioral updates in a clear, empathetic, and strengths-based manner.\\n\\tCollaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.\\n\\tParticipate in family-teacher conferences and contribute to school events or family engagement opportunities.\\n\\n\\n \\n\\nProfessional Development:\\n\\n\\n\\tEngage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments.\\n\\tParticipate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.\\n\\tParticipates in all required training and meetings, as well as school and UCC training, and meetings.\\n\\tReflect on teaching practices and seek opportunities for continuous improvement.\\n\\tEngage in professional learning communities and schoolwide initiatives.\\n\\tUphold ethical practices and professional conduct.\\n\\tCollaborate with colleagues, support staff, and administration to support student success.\\n\\tContribute to a positive school culture and shared leadership.\\n\\n\\n \\n\\nCollaboration and Teamwork:\\n\\n\\n\\tCollaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices.\\n\\tWork closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs\\n\\tMeets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.\\n\\tCollaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans.\\n\\tParticipate in data meetings and problem-solving sessions to identify student needs and recommend interventions.\\n\\tPartner with the school counselor and other specialists to support students experiencing trauma, transitions, or other significant challenges.\\n\\tSupport classroom behavior through proactive management strategies and, when appropriate, restorative practices.\\n\\n\\n \\n\\nRecords and Documentation:\\n\\n\\n\\tMaintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents.\\n\\tPrepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures.\\n\\tArranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions.\\n\\n\\n\\n\\tUphold school, district, and state policies regarding child safety, mandated reporting, and confidentiality.\\n\\n\\n \\n\\nINTENDED OUTCOMES AND SUCCESS MEASURES:\\n\\n\\n\\tImprove student academic achievement and growth as observed through relevant assessments (aimswebPLUS, NWEA MAP data, Forward data, summative/formative assessments, and/or EE data).\\n\\tIncrease the number of students meeting or exceeding grade level expectations across core content areas.\\n\\tApply and implement professional learning and training practices provided by the school and/or district.\\n\\tBe responsive to the data and feedback provided by administrators and coaches, and adjust instructional practices to best meet student needs.\\n\\tEffective management and support for student behaviors in classroom setting.\\n\\tEffective instructional strategies in place to maximize engaged student learning time, and minimize disruptions and lost instructional time\\n\\n\\nPerforms other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.\\n\\n \\n\\nKNOWLEDGE, SKILLS, AND ABILITIES:\\n\\n\\n\\tDemonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.\\n\\tDemonstrates leadership in the classroom.\\n\\tDemonstrates attention to detail and problem-solving skills\\n\\tDemonstrates enthusiasm towards students, parents and staff from diverse backgrounds.\\n\\tDemonstrate the ability to adapt to any situation inside and outside the classroom.\\n\\tDemonstrates organizational skills for the classroom and school environment.\\n\\tDemonstrates effective verbal and written communication skills with students, families, school staff, and administration.\\n\\tReply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.\\n\\tDemonstrates the ability to multitask and prioritize work.\\n\\tDemonstrates the ability to self- reflect, and seek feedback to improve practices.\\n\\tDemonstrates a growth mindset committed to continuous learning, growth, and development.\\n\\tDemonstrates the ability to work as a team as well as independently.\\n\\tDemonstrates respect towards the students, parents, colleagues, and administrators.\\n\\tDemonstrates knowledge to work with students’ special needs and parents.\\n\\tHandle sensitive information in a confidential manner’ \\n\\tDemonstrate the ability to listen to others and remain receptive to new ideas.\\n\\tDemonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.\\n\\tDemonstrate sustained effort and enthusiasm in the quality and quantity of work.\\n\\tDemonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.\\n\\tDemonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.\\n\\tDemonstrate motivation, initiative, flexibility, and the ability to work independently.\\n\\tDemonstrate excellent human relations and interpersonal skills.\\n\\tDemonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.\\n\\n\",\"employmentType\":\"FULL_TIME\",\"hiringOrganization\":{\"@type\":\"Organization\",\"name\":\"UNITED COMMUNITY CENTER\",\"logo\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=CA382F966749E8D17241DC2E78C3B094\"},\"jobLocation\":{\"@type\":\"Place\",\"address\":{\"streetAddress\":\"\",\"addressLocality\":\"Milwaukee\",\"addressRegion\":\"WI\",\"postalCode\":53204,\"addressCountry\":\"USA\"}},\"qualifications\":\"\\n\\tBachelor’s Degree and current Wisconsin DPI teacher licensure aligned with position and specific assigned roles and responsibilities required. \\n\\tMust possess strong oral and written communication skills. \\n\\tThe candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. \\n\\tMust display effective multi-tasking and time management skills.\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\n\\n \\n\\nPHYSICAL REQUIREMENTS:\\n\\n\\n\\tAbility to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). \\n\\tMay require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range \\n\\tAbility to receive and respond to oral communication.\\n\\n\\n \\n\\nWORKING CONDITIONS:\\n\\n\\n\\tWork is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration. \\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).\\n\\tNoise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) \\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities. \\n\",\"experienceRequirements\":\"\\n\\tBachelor’s Degree and current Wisconsin DPI teacher licensure aligned with position and specific assigned roles and responsibilities required. \\n\\tMust possess strong oral and written communication skills. \\n\\tThe candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. \\n\\tMust display effective multi-tasking and time management skills.\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\n\\n \\n\\nPHYSICAL REQUIREMENTS:\\n\\n\\n\\tAbility to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). \\n\\tMay require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range \\n\\tAbility to receive and respond to oral communication.\\n\\n\\n \\n\\nWORKING CONDITIONS:\\n\\n\\n\\tWork is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration. \\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).\\n\\tNoise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) \\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities. \\n\",\"industry\":\"Education\",\"validThrough\":\"-0001-11-30\",\"workHours\":\"Day\",\"educationRequirements\":\"4 Year Degree\"}",
    "applyAvailable": true,
    "educationLevel": "4 Year Degree",
    "qualifications": "<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span><span>Bachelor’s Degree and current Wisconsin DPI teacher licensure aligned with position and specific assigned roles and responsibilities required. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must possess strong oral and written communication skills. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must display effective multi-tasking and time management skills.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must have a valid driver’s license and reliable transportation.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:0in;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>PHYSICAL REQUIREMENTS:</u></b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Visual and auditory acuity to supervise students and respond to classroom needs.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to receive and respond to oral communication.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:0in;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>WORKING CONDITIONS:</u></b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Frequent contact with students, parents/guardians, support staff, and school administration. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May involve occasional exposure to childhood illnesses, noise, and frequent interruptions.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must be able to manage multiple tasks in a dynamic, fast-paced educational setting.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May be required to operate a motor vehicle during the course of duties.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Reasonable accommodations may be made to help perform essential functions.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>UCC provides reasonable accommodation to qualified individuals with disabilities. </span></span></span></span></li>\n</ul>",
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    "jobTitle": "2nd Grade Teacher 2026-2027",
    "postedOn": "",
    "locations": "Bruce Guadalupe Elementary - Milwaukee, WI 53204",
    "remoteType": "",
    "description": "\nUCC School teachers are responsible for creating a positive, engaging, and inclusive educational atmosphere that fosters student growth and achieveme...",
    "positionType": "Full Time"
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